Overview of National Qualification frameworks - Project-Nqf-Sqf

Overview of National Qualification frameworksDeliverable: 8 Version: 1.0WP: 3 Last update: 04.08.2011Prepared by:Viktor Fleischer, Sigrid NindlWith contributions from: Partner Country Short-nameP3 AT 3srl (workpackage leader)P6 RO ACPARTP8 FR CREDIJP9 IT PolitecnicoP11 MT MaltaP10 EL GSLLL (General Secretariat for Lifelong Learning)P12 NL KenniscentrumP5 ES FLMFor further information on the project please consult:For further information on the paper please contact:www.project-nqf-sqf.eufleischer@3s.co.at; nindl@3s.co.at"This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commissioncannot be held responsible for any use which may be made of the informationcontained therein."

Short summary:The way how National Qualification Frameworks are structured and designed predefine to a certain extent the wayof referencing a NQF to the EQF. In order to provide for better comparability of qualifications, it makes thereforesense to investigate NQFs according to this criterion, and derive from this analysis suggestions of enhancement.Consequently, workpackage 3 of the project NQF – SQF explores at an early stage of the project the structure ofdifferent NQFs. Templates filled in by eight partners serve as basis for this report.This report presenting the results of the NQF investigation is structured similar to the template sent to the partners:The template starts with questions referring to the structure of the NQFs: How many levels does/will the NQFhave? What kind of descriptors are/will be used (learning outcomes, dimensions)? Are the same descriptors usedfor all qualifications/sectors? Define the NQF’s typology: Does it have a focus on coordinating the existing system(transparency, coherence), a focus on regulating the existing system (quality, accountability) or a focus ontransforming system (new standards and new provision)?Are there already revisions of the NQF planned?Secondly the sectors of the educational systems in the countries of the contributing partners are put up fordiscussion. This is followed by an examination of the referencing process onto the EQF asking the followingquestions: How are interfaces between the NQF and the EQF defined? How is it managed? How are learningoutcomes from EQF accredited in the NQF? How are qualifications from an education abroad generallyaccredited? Who is responsible for those definitions and accreditation? What, if any, legal regulations andmeasures/mechanisms/tools/methods/practices exist within the formal education and training system for easingaccess to education abroad? What, if any, legal regulations and measures/mechanisms/tools/methods/practicesexist for accessing learning outcomes from non-formal/informal learning, e.g.: access to education and trainingprogrammes, admission to exams to acquire formal qualifications/certificates/diplomas, access to other forms ofvalidation or transfer of learning in order to obtain a formal qualification (partial or full)?Finally the methods of quality assurance used by each partner-country concerned are explained. Which forms ofquality management / quality assurance do exist? Which measures are used to avoid mislinkings between theNQF and the EQF? Have you already identified any mislinkings between qualifications within the NQF and theEQF? If so, please describe briefly. Which strengths and which weaknesses do you see concerning the NQF? Inwhat way do these strengths/weaknesses influence the referenceability to the EQF?Within the course of workpackage 3, this overview on NQFs will be followed by a typology of NQFs based on theemployability grid (workpackage 2) and a SWOT-analysis referring to the different systems of NQFs introduced inthis report.NQF-SQF:"This project has been funded with support from1/2Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

1 Structure and levels of NQF......................................................................................................................................................... 31.1 NQF levels ..................................................................................................................................................................... 31.2 NQF typology ................................................................................................................................................................. 41.3. Descriptors.................................................................................................................................................................... 61.4 Revisions of the NQF and plans for further development .............................................................................................. 82 Segments of the educational system ............................................................................................................................................. 92.1 Romania......................................................................................................................................................................... 92.2 Greece ......................................................................................................................................................................... 102.3 France.......................................................................................................................................................................... 112.4 Austria.......................................................................................................................................................................... 122.5 The Netherlands........................................................................................................................................................... 152.6 Malta ............................................................................................................................................................................ 162.7 Italy .............................................................................................................................................................................. 172.8 Spain............................................................................................................................................................................ 182.9 Germany 193 Referencing the EQF ................................................................................................................................................................... 203.1 Interfaces to the EQF................................................................................................................................................... 203.2 Access to education abroad......................................................................................................................................... 303.3. Access to non-formal and informal learning................................................................................................................ 324 Quality management / Quality assurance .................................................................................................................................... 384.1 Forms of quality management and quality assurance.................................................................................................. 384.2 Strengths and weaknesses of the NQFs and their influences on the referenceability to the EQF............................... 42Annexes...........................................................................................................................…………………………………..............45Template form for deliverable 8 “Overview of National Qualification frameworks”Templates “Overview of National Qualification frameworks” filled in by the partners contributing to Workpackage 3Overview of National Qualification frameworks in AustriaOverview of National Qualification frameworks in RomaniaOverview of National Qualification frameworks in FranceOverview of National Qualification frameworks in ItalyOverview of National Qualification frameworks in MaltaOverview of National Qualification frameworks in GreeceOverview of National Qualification frameworks in the NetherlandsOverview of National Qualification frameworks in SpainNQF-SQF:"This project has been funded with support from2/3Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

1 Structure and levels of NQF1.1 NQF levelsAn eight-level-structure can be found in Greece, Austria, Germany and Malta.In Austria levels 6 to 8 are divided into a ‘Bologna-strand’ and into a ‘non-Bologna-strand’. Bachelor-, Master- and PhDdegreeswill be classified on the basis of the Dublin descriptors, while qualifications outside the Bologna architecture will followthe NQF descriptors. The number of levels is sufficiently distinctive and corresponds well to the main characteristics of theAustrian qualifications system. Also the Greek NQF is reflecting existing education and training systems in Greece.Also the NQF in the Netherlands will consist of 8 levels (and an additional entry level describing Education level 1):Figure 1Schematic overview of the Dutch education sectors, and the EQF NLQFSource www.nlqf.nl: Draft version NLQF March 2011, in progress by committee LeijnseThe structure of the National Qualifications Framework for Higher Education in Romania is based on 3 levels of qualificationsobtained upon completion of university studies:__Bachelor university studies, corresponding to level 6 of the European Qualifications Framework (EQF);__Master’s university studies, corresponding to EQF level 7;__Doctoral university studies, corresponding to EQF level 8.Spanish NQF is not concluded yet and covers 2 major areas: VET and Higher Education. VET part of NQF is the only onealready concluded an is current ruling the national VET system and represented in the following levels. Higher Education part isunder construction.__Level 1: Competence in a reduced group of relatively simple work activities which correspond to normal processes with onlya limited theoretical knowledge and practical capacity necessary._ _Level “: Competence in a group of well determined professional activities with the ability to use their own instruments andtechniques, which mainly concern a work to be carried out on their own without supervision using these techniques. Aknowledge is required of the basic technical and scientific techniques of the activity and an ability to understand and apply theprocess.__Level 3: Competence in a group of professional activities which require expertise in diverse techniques and can be carriedout independently. It includes responsibilities such as co-ordinataion and supervision of technical and specialized work. Itrequires the understanding of technical and scientific basics of activities and the assessment of the process factors and itseconomic repercussions.NQF-SQF:"This project has been funded with support from3/4Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

__Level 4: Competence in a wide range of complex professional activities carried out in a wide variety of contexts and whichrequire connecting variables of a technical, scientific, economic or organizational nature in order to plan courses and to defineor develop projects, processes, products or services.__Level 5:Competence in a wide range of professional activities of great complexity carried out in a variety of contexts whichare often unpredictable and involve planning courses or ideas for products, processes or services. Very self sufficient. Frequentresponsibility in delegating resources, analysis, diagnostic, design, planning, task completion and assessment.But since 2002 a new classification is used for Higher Education with the 3 levels linked to degrees (in French Licence, masterDoctorat) which are integrated to this grid. A project of a new integrative grid is in progress actually to be applied to the wholeNQF.In France the NQF features 5 levels:Table 1Levels of the French NQFLEVELS DEFINITIONS COMMENTSVStaff occupying jobs normally requiring a level oftraining equivalent to that of brevet d'étudesprofessionnelles (BEP) or that of certificate d’aptitudeprofessionnelle (CAP), and that of certificat deformation professionnelle des adultes (CFPA) (CFPA)of first degree .This level corresponds to a full qualification for the exerciseof a well-defined occupation with the ability to useinstruments and related technology. This activity is mainly awork of performance which can be autonomous within thelimits of the techniques which are linked to it.IVStaff occupying jobs of control or highly skilled workerwho can attest to a level equivalent to that of theBrevet Professional (BP), the brevet de technicien(BT), the bachelor's degree (general or technologic)Qualification level IV requires more knowledge than theprevious level. This activity involves mainly technical workwhich can be executed independently and / or the worker canhave supervisory responsibilities (control) and coordinationreponsabilitiesIIIStaff occupying jobs that normally require the level oftraining of diploma of University Institutes ofTechnology (DUT) or brevet de technicien supérieur(BTS) or end of first cycle higher education.Qualification Level III corresponds to the knowledge andability of a higher level, without including the knowledgelinked to the foundations of the scientific fields. The requiredskills and knowledge allow to ensure the responsibilities ofdesign and / or supervision and / or management, withautonomy and independenceIIIStaff occupying jobs normally requiring a levelcomparable to that of a “licence” or “maitrise”Staff occupying jobs normally requiring a better levelthan the one concerning the “maitrise”.This level of qualification involves the scientific foundations ofthe profession, generally leading to autonomy in the exerciseof this occupationIn addition to a stated knowledge of the scientific basis of anoccupation, qualification level I requires the mastery ofdesign or research processes.Source: CNCP (National commission for vocational certifications); (approuved decision from “permanent group for the vocational training and social promotion”(1969, march 21 st)In Italy the structures of the NQF levels and level descriptors have not yet been defined, although there are components inplace, e.g. in HE and more recently at upper secondary level. Italy uses a learning outcomes approach and the EQF leveldescriptors as a basis for further developments. The national coordination point is currently working on this topic.1.2 NQF typologySpeaking about the typology of the NQFs, coordination of the existing system is the aim in Austria, the Netherlands and Italy. Afurther regulation of the existing system is targeted in Greece, while transforming the systems seems to be the focus inNQF-SQF:"This project has been funded with support from4/5Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

Romania. Malta claims transparency and regulation to be the main aims of its Qualification framework. The Spanish NQFincludes all the mentioned aims.The Austrian NQF will focus on transparency (of the qualifications system) and orientation and will not be an instrument ofregulation. This means that there will be no entitlements linked with a level classification of a qualification – neither in terms ofaccess to qualifications placed on higher levels, nor in terms of salary classification.The Italian NQF’s typology will have a focus on coordinating the existing systems, especially for what concern transparencyand coherence of qualifications.At first the focus of the NQF in the Netherlands has been on describing the existing formal education in one fitting scheme withthe aim of transparancy and coherence. It describes at each level the characteristics of the level in a similar way as the EQF,using the same vocabular, the description characterizes the level. The description has to fit general education, vocational andhigher professional education and academic education and formal adult education. The descriptions have to match thecharacteristics of all these different kinds of education. In the description of the Higher Education the Dublin Descriptors areincorporated. The aim of the framework is to increase transparency national as well as international and to ensure cooperationof all stakeholders. The NLQF and EQF describe the levels of learning outcomes. After the NLQF has been formalized nonformal education will get the opportunity to get linked to the NLQF by a to be designated procedure. Stakeholders of non formaleducation have participated in the round table conferences and have been able to advise on the drafts.In Greece it is agreed that the Hellenic Qualifications Framework will:__increase coherence and consistency of the national qualification system and reduce fragmentation of current subsystems__improve access and progression possibilities, eliminate dead ends and foster lifelong learning opportunities__develop coherent approaches and procedures to certification and quality assurance__cater the need of having a solid basis for the development of recognition for non-formal and informal learningThe Romanian NQFHE is focused on restructuring and improving the higher education system and remapping the entiresystem according to the labour market requirements.__NQFHE is sole instrument to determine the qualifications structure and ensure national recognition as well as internationalcomparability and compatibility of qualifications acquired within the higher education system.__Through the NQFHE all learning outcomes acquired within the higher education system (Bachelor, Master’s and Doctoratecycles) can be recognised, measured and related and coherence of certified qualifications and awards is ensured.The Malta Qualifications Framework (MQF)__gives a transparent value to general education qualifications and VET qualifications. General education qualifications andVET qualifications with the same MQF Level enjoy the same parity of esteem. The existing system of qualifications has beengiven a visible structure with benchmark qualifications placed in the different levels of the MQF.__The benchmark qualifications in the MQF are used as a measure which indicates the level of difficulty and the expectedworkload of any particular level. The MQF has a regulatory function as all level rated qualifications undergo a quality process.There are two different level rating processes, one for foreign qualifications and one for home-grown qualifications.The level-rating of qualifications that are awarded by a foreign awarding body takes place after the Malta QualificationsRecognition Information Centre (MQRIC) confirms that the qualification in question is mutually recognised. There are anumber of standards which home-grown qualifications must satisfy, which have to be approved by MQC and by anindependent evaluator representing a Designated Authority or an academic/professional expert if no such authority exists.In Spain all focuses are integrated in the system:__Coordinating the existing system (transparency, coherence): as NQF integrates both VET branch managed beforeseparately by Ministry of Education and Ministry of Labour__Regulating the existing system (quality, accountability): as to implement NQF all qualifications were unified as far description,managment and review under an specific public Body created for this purpose: INCUAL. The National Institute forQualifications (INCUAL) was created by the Royal Decree 375/1999, on 5 March. It is a technical instrument, with the capacityand independence of criteria, which supports the Vocational Training advisory board in order to reach objectives of the NationalQualifications System and Vocational training.NQF-SQF:"This project has been funded with support from5/6Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

The Organic Law5/2002, for Qualifications and Vocational Training, attributes to INCUAL the responsibility for defining,developing and keeping the National Professional Qualifications Catalogue up to date together with the Module Catalogue forVocational Training.The rector of the Institute is the General Advisor of Vocational Training, even though it depends organically on the GeneralSecreatary for Education (Ministry for Education and Science), according to what is established in the Royal Decree1553/2004, on 20 June__Focus on transforming system (new standards and new provision): as all qualifications were submitted to detailed reviewand new provisions and systems were established to recognized non-formal / informal education. A formal assessment andcertification process defined at National Level was approved by the Central Government Ministry Council by end of July of2009: The Real Decree 1224/2009 for Competences Acquired via Labour Experience Recognition. The process is oriented torecognize and to certify competences acquired by non formal education ways at a national level and is based on the NQF.1.3. DescriptorsThe EQF descriptors, based on knowledge, skills and competences, and following the learning outcomes approach are usedas basis for the NQF in Greece, Austria, Romania, Malta and in the Netherlands. In France and Italy NQF descriptors arerather close to EQF descriptors.In Austria the EQF referencing process will be closely linked to the process of allocating qualifications to the Austrian NQF.Austria will not develop its own descriptors but rather provide explanations/details/specifications to the EQF descriptors fromthe perspective of the Austrian qualification landscape. These explanations should make the EQF descriptors more ‘tangible’and should facilitate the classification. Further more, ‘reference qualifications’ will be classified in order to better illustrate therequirements of a level (to illustrate the learning outcomes associated with each level – kind of ‘corner stones’ for allocatingother qualifications).In Germany learning outcomes in the dimensions subject related competence (Fachkompetenz) and Personal Competence(Social Competence and Selfcompetence/Independence). The term Competence in the German QF is used in the sense of acomprehensive professional competence and not compatible with the term competence - as a dimension of qualification - usedin the EQF.The Dutch framework consisting of 6 descriptors has been developed. The descriptors are:__Knowledge and judgementsrefers to the knowledge component__Skills – applying knowledgerefers to skills__Skills – problem solving capacities refers to skills__Skills – learning capacities__Responsibilityrefers to the responsibility and competences__CommunicationIn the framework each education level is described in connection with the EQF level. The charateristic key words in thedescription of knowledge, skills and competences were used as descriptors of the levels. The components Skills- learningcapacities and communication don’t have a direct connection to the EQF, but are an essential part of Dutch education. Thematching of higher education is based on the Bologna process and the Dublin discriptors are incorporated.In Romania level descriptors for HE have been already developed in line with QF-EHEA and EQF and approved. Eachqualification is defined by means of learning outcomes expressed in terms of professional and transversal competencesdeveloped during the respective cycle of university studies. NQFHE capitalize on the descriptors of the overarching frameworkfor qualifications in the European Higher Education Area for the Bachelor, Master’s and Doctorate levels. They are genericdescriptors based on which both professional competences (descriptors from 1 to 5) and transversal competences (descriptorsfrom 6 to 8) are analysed and described. The generic descriptors are explained through level descriptors for each learningoutcome, for each type of competence and for each qualification level.__The level descriptors indicate expected activities, outcomes and performances for each qualification level. They allow for thedescription of qualifications and, at the same time, formulate the necessary landmarks for the assessment of the competenceslevel.__There is already a Methodology on the development and implementation of NQFHE which was amended and finallyapproved by the Order of the Minister of Education in June 2009 which includes a NQFHE matrix reflecting an integrativeapproach of higher education qualifications and it provides two perspectives for the analysis: vertical and horizontal.NQF-SQF:"This project has been funded with support from6/7Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

Eight generic level descriptors have been identified:(a) Knowledge, understanding and use of specific languages;(b) Explanation and interpretation;(c) Application, transfer and problem-solving;(d) Critical and constructive reflection;(e) Creativity and innovation;(f) Autonomy and responsibility;(g) Social interaction;(h) Personal and professional development.A coherent use of the descriptors mentioned above for all national qualifications and sectors is the case in Greece.In Romania the descriptors have not been defined yet for other qualifications or sectors than the NQFHE. However allprofessional qualifications in Romania are expressed in terms of learning outcomes. For initial training programmes (IVET), thelearning outcomes are described by the vocational training standards (SPP), and for adult training the learning outcomes aredescribed by the occupational standards (SO).In Malta the level descriptors are based on a learning outcomes approach. The same level descriptors are used for all formal,informal and non-formal learning, and for general, vocational and academic and professional education.In Austria Bachelor-, Master- and PhD-degrees will be classified on the basis of the Dublin descriptors, while qualificationsoutside the Bologna architecture will follow the NQF descriptors as shown in the following figure:Figure 2Desciptors used within and outside of Bologna architecture in AustriaSource: 3sIn France the descriptors which have to be used in the NQF are very closed to the 3 EQF descriptors. But such descriptionsare very new and though a great invest was done to escape from training programme, all the awarding bodies did notcompletely succeeded to reach such goal especially in universities area. :In theory the same descriptors are used for all qualifications/sectors, but actually there are no levels linked to sectoralqualifications. For all the qualifications the same grid is applied to provide information about the learning domains described interms of 96 general academic and professional fields (NSF (Nomenclature des Spécialités de Formation)In the Italian QF for HE, Dublin descriptors are used nationally for three cycles agreed within the Bologna process. Morespecific descriptors are being defined for each programme by universities. Short cycle qualifications will be defined bysubdescriptors taking into account differences in specific elements of qualifications (e.g. workload, length, access etc). re?Nothing has been decided about using the same descriptors for all qualifications/sectors. Probably, while the aim is toovercome diversities and develop a common and shared language, the same descriptors will be used for allqualification/sectors.For Spain the following descriptors are described:__Complexity, context and work relationships__Responsibility and self sufficiency__Scientific and technical knowledge required to do work activities.__Capacity to apply, design and assessNQF-SQF:"This project has been funded with support from7/8Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

1.4 Revisions of the NQF and plans for further developmentIn Austria, the NQF development is still work in progress. Currently, the definition of criteria for the NQF classification, of theclassification procedure and the NQF governance structure are being developed. The results of this work will enter into an NQFManual. This Manual will provide support throughout the entire NQF classification process. Moreover, it will also giveinformation on the main actors/bodies involved in NQF matters (governance structure) and stipulate their tasks.Another important question that is being looked into at present is connected to the legal status of the NQF. A working groupdealing with legal aspects was set up at the Ministry of Education. It is working out a proposal of whether and, if so, which legalframework should be given to the NQF. The proposal will be presented at the next meeting of the NQF Steering Group inJanuary 2011.The time schedule for the next steps in the NQF development process foresees that the proposed procedure for classifyingqualifications in the NQF (i.e. the criteria and procedure described in the above mentioned manual) will be tested in the firstsemester of 2011 (by “simulating “ classifications of selected qualifications. The concrete procedure will also be decided at thenext NQF Steering Group meeting.All qualifications – irrespective of the focus (general education qualifications and VET qualifications) and the learning context(for example initial VET or continuous VET) – will be classified to the NQF. Due to the complexity of the NQF developmentprocess and the fact that different ministries, departments and stakeholders need to be involved it was decided to work on the‘formal qualification area’ (comprising qualifications that are based on legal regulations, i.e. laws, directives, etc.) and the ‘nonformalqualification area’ separately. Although, for qualifications from both areas, the same classification principles will apply inthe end, the starting situation, regarding stakeholders in charge and governance principles, differs. Thus, working groups dealwith the questions attached to both areas separately.Other open questions and challenges include:__Communication between the different segments of the qualifications system;__Question whether and to which extent the NQF should be used to support national reforms;__Relation with EHEA (Bologna process): Good cooperation will be needed to establish conditions for better progressionpossibilities between different subsystems;__Allocation of qualifications to the NQF level - open questions, e.g. the issues of partial qualifications or parts of qualifications,how to understand and apply the principle of best fit (clear classification of existing qualifications is difficult in many casesbecause the generic descriptors of the EQF are underdetermined and do not allow a perfect fit), procedures and operationalstructures;__Can all qualifications of the same types be allocated to the same levels?__Questions relating to the learning outcomes approach in terms of concepts and sound assessment methodologies and tools.Central questions: how to balance outcome orientation and input factors? And: Are learning outcomes to be implemented in acoherent way across different subsystems (general, VET and HE)?__Integration of qualifications acquired in non-formal learning contexts and validation of non-formal in informal learning in theNQF development; issue of equivalences of qualifications acquired in different learning contexts;__Further involvement of stakeholders to strengthen ownership and commitment (the need to engage and include educationand training providers and universities); the challenge is to find agreements within a justifiable time period in view of thedifferent interests and objectives.In France revisions of the NQF are planned.In the Netherlands the Minister of Education, Culture and Science has received the advise which had been asked. Now theparliament will discuss the policy response of the Minister and formalize the NLQF. It is expected that the linking with the EQFwill be in the second part of 2011.In December 2010 the Malta Qualifications Council will launch a consultation document entitled: “Classifying Qualifications: ANational Awards System Referenced to the Malta Qualifications Framework: a proposal”. The Council is proposing the shiftfrom a National Qualifications Framework to a National Qualifications and Credit Framework whereby short courses with aminimum of four ECTS credits can be level rated to any of the levels from one to seven of the MQF. This proposal is the resultof demand from students and public and private training providers including employers who believe that all learning must bevalued in order to enhance Lifelong Learning.NQF-SQF:"This project has been funded with support from8/9Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

2 Segments of the educational system2.1 RomaniaFigure 3Organisation of the education system in Romania 2008/2009Source: Eurydice, Organisation of the education system in Greece, Brussels, 20109Currently, education in Romania is structured according to 5 levels of qualification which have as reference regulations ofInternational Labour Office (ILO) – ISCO 88 COM, at EU level (Decision of European Council 85/368/EEC). Romania maintainsthis five-level system, although it is in the process of restructuring it to encompass all levels of educational achievement 1 .Pre-university education__pre-school education (nursery schools and kindergartens): addressing children from 3-6/7 years of age, includes thecompulsory pre-primary class (preparatory group, 5-6-year-olds)__primary education: grades I – IV__secondary education:__lower__Gymnasium (grades V – VIII)__Lower-secondary education – 1 st cycle of high-school or School of Arts and Trades, grades IX –X, or vocational education__upper__Upper-secondary education – 2 nd cycle of high-school (grades IX – XII / XIII), preceded, asappropriate, by the completion yearPost-secondary education and trainingThe pre-university education and the post-secondary education assure also the initial technical and vocational educationand training (ITVET) organized in:1. Lower-secondary education2. Upper-secondary educationITVET is organized through two training routes:The direct route, also called the technological high school, which includes:__the lower cycle, grades 9-10, leading to non-certifiable competences in three profile: natural resources and environmentalprotection, technical and services;__upper cycle, grades 11-12, leading to the award of qualifications level 3 (ISCED);The progressive route, called professional route, which includes:1This year (2010), the Romanian Government adopted a new Law of Education which was submitted to the Romanian Parliament in order toassume responsibility. This law is not yet in force, but it provides the Romanian education reform in accordance with the present needs of theRomanian society.NQF-SQF:"This project has been funded with support from9/10Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

__the lower cycle, grades 9-10, school of arts and trades, leading to the award of qualifications level 1 (ISCED);__grade 11, completion year, leading to the award of qualification certificate, level 2 (ISCED); this is at the same time abridge to the next qualification level;__upper cycle, grades 12-13, organised in technological high schools, leading to the award of qualification certificate, level 3(ISCED).3. Post-secondary education- post high school – which is a specialised training route of 1-3 years duration, leading to the award ofcompetence certificate, level 3 advanced (ISCED);- the foremen school is post high school education providing professional training of foremen for technicaland vocational education and for economy; this leads to the award of competence certificate, level 3advanced (ISCED).Higher educationUniversity educationRomanian higher education is structured on three cycles:__Bachelor - usually three years (except Medicine, Pharmacy, Law, Architecture etc.)__Master – two years__Doctorate – three years with the possibility of prolonging the duration by one year.__Post-university educationAdult EducationQualifications acquired outside the formal educational system are awarded upon completion of training programmes organisedby training providers for IVET and CVET.2.2 GreeceFigure 4Organisation of the education system in Greece 2009/2010Source: Eurydice, Organisation of the education system in Greece, Brussels, 2010General Educationupper secondary education__Geniko Lykeio (High School)__EPAL (Vocational Lykeio / Technical Vocational Educational Lykeio) (see also Vocational Training)__EPAS (Vocational School / Technical Vocational Educational School) (see also Vocational Training)__Special Interest Lykeio (e.g. Music Lykeio)lower secondary education__Gymnasio (junior high school)__Second-chance Schools (see also National Network for Lifelong Learning)__Special Interest Gymnasio (e.g. Music Gymnasio)NQF-SQF:"This project has been funded with support from10/11Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

primary education__Dimotikopre-primary education__NypiagogeioHigher Education__Universities__TEI (Technological Educational Institutes)__ASPAITE (School of Pedagogical and Technological Education)__EAP (Open University)National Network for Lifelong Learning (Law 3879/2010)Bodies that provide life long learning services:__IEK (Vocational Training Institutes, see also Vocational Training)__KEK (Vocational Training Centers, see also Vocational Training)__KEME (Centers of post-secondary education and EES (Training Centers)__The rest of public and private vocational training centers__IDEKE (Institute for Continuing Adult Education)__EIN (National Youth Foundation)__Bodies that provide general adult education (formal and non-formal) services (e.g. cultural institutions), as well asstructures that provide general adult education services (e.g. Second Chance Schools)__Bodies that provide counseling services or bodies that provide vocational guidance__KPA (Centers for Promotion of Employment)__Public sector bodies and bodies of the wider public sector that provide non-formal education to the employees of thepublic and the wider public sector respectively (e.g. EKDDA), as well as bodies formed by professional associations andchambers that provide non-formal education to their members (e.g. IEKEMTEE AE)__Bodies which are formed by third level trade union organizations and employers who co-sign the national generalcollective occupational agreement and provide lifelong learning services__Bodies that provide informal learning (e.g. NGOs)Vocational Training (initial and continuing vocational training)__EPAL (Vocational Lykeio / Technical Vocational Educational Lykeio)__EPAS (Vocational School / Technical Vocational Educational School)__EPAS – OAED (Manpower Employment Organisation)__IEK (Vocational Training Institutes)__KEK (Vocational Training Centres)2.3 FranceFigure 5Organisation of the education system in France 2009/2010Source: Eurydice, Organisation of the education system in France, Brussels, 2010NQF-SQF:"This project has been funded with support from11/12Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

There are many systems of qualification in France if we consider that a qualification refers to the act which consists inevaluating the skills of an individual against a “standard” defining the nature of those skills, the criteria used to assess thepossession of those skills, the methods of evaluation and the actors competent to evaluate.In 2002, the Law of January 17 allowed the creation of a National Vocational Qualifications Repertory (repertoire national desCertifications Professionnelles – RNCP) to make an official inventory of all the qualifications delivered in France correspondingto this definition. In addition, to be included in, the qualification must proposed certification process concerning formal, nonformal or informal learning, and especially a specific procedure named « validation des acquis d’expérience » (VAE) for the nonformal and informal learning recognition.Three kinds of qualifications are defined to be registered:__qualifications delivered by the ministry of Education and 6 other ministries which have specific committee composed byrepresentatives of the State and the social partners in charge specifically of agriculture, culture (only for some qualifications),employment, health, social affairs, youth and sports)__qualifications delivered by sectoral branches and decided through a social partners agreement__qualifications delivered by other ministries, public or private institutions or chambers of commerce.All the segments of educational French system (VET for young people and adults, Higher Education, sectorial qualification…)are integrated in the NQF.2.4 AustriaFigure 6Organisation of the education system in Austria 2008/2009Source: Eurydice, Organisation of the education system in France, Brussels, 2009Primary school (Grundschule) (ages 6 to 10)General secondary school (Hauptschule) (ages 10 to 14)__Within certain limits, each school may develop its own special profile (e.g. languages, music, art and design, sports, science,ecology, computer science, etc.).__In addition, there are special types with a sports or music and arts bias.Special school (Sonderschule) (ages 6 to 15)Special schools comprise eight grades, or nine if polytechnic schools or a career preparation year are taken into account. Theycomprise ten different branches. Students receive a basic education from specially trained teachers who use methods tailoredto meet the child’s individual requirements; this schooling is designed to prepare the student for career training or furthereducation.Polytechnic school (Polytechnische Schule) (ages 14 to 15)NQF-SQF:"This project has been funded with support from12/13Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

Polytechnic schools can be attended after the eighth school grade and comprise only one grade. In the ninth, or a voluntarytenth school year, students are prepared for later life and especially for a career with more in-depth general education classes,career orientation and basic vocational training. An orientation period at the start of the school year and career orientation asthe basic goal of all courses create numerous opportunities for students to become familiar with working life.Model test “New Middle School” (Neue Mittelschule)The goal of models tests with the new middle school is to provide a joint school for all 10- to 14-year olds that is open to allstudents who have completed the fourth grade in primary school.Academic Secondary School (Allgemein bildende höhere Schule)The academic secondary school comprises a four-year lower level and a four-year upper level terminating in the Reifeprüfung(matriculation exam), which is an entrance exam for university, higher technical college, post-secondary college andacademies.Special types:__Allgemeinbildende höhere Schulen (academic secondary schools) with an arts or sports bias and aptitude test__Aufbaugymnasium (language bias) and Aufbaurealgymnasium (science bias) (in some cases with transition stage; fifth toeighth form):__Gymnasium, Realgymnasium and Wirtschaftskundliches Realgymnasium für Berufstatige (science, mathematics orhomeeconomics bias and schools for working people): evening or longdistance classes, duration eight semesters__AHS für sprachliche Minderheiten (academic secondary school for language minorities – Slovenian, Croatian, Hungarian)__Werkschulheim (trades and crafts bias): Academic secondary school offering training in a trade or craft, currently forcarpentry, mechatronics and electronics (fi rst to ninth grade); located in Ebenau/Salzburg and the Vienna EvangelicalGymnasium.__Gymnasium and Realgymnasium with extensive foreign language instruction (in some cases pilot projects), e.g.:Theresianum, Europagymnasium, Realgymnasium with four required foreign languages (details available from provincialschool boards)Compulsory Vocational Schools (Berufsbildende Pflichtschulen)In extra-occupational comprehensive courses, compulsory vocational schools teach apprentices basic theory while they train intheir trade. They supplement and enhance incompany training and general education. Instruction at a vocational school may beorganized in any of the following ways: throughout the year, i.e. at least one full school day or at least two half school days perweek; this may either be based on the apprenticeship, i.e. at least eight weeks solid, or by time of year, i.e. an instruction blockfor a specific period of the year. The wide variety of organizational forms is the result of an agreement between industry andthe school authorities and takes the requirements of individual sectors and regions into account. Close co-operation betweenall those involved in vocational training at different centres of learning is one of the key factors behind the success of the dualsystem. A modern vocational training requires close links between theory and practice, between tuition at a vocational schooland industrial practice.Integrated vocational training is offered both as an apprenticeship with an extended period of training (extension for one or atmost two years) and as career training, which leads to partial qualifications. With the partial qualification option, the student hasthe possibility of undergoing a specially-tailored training in which the individual skills and aptitude and the individual needs ofthe student can be met. The training location is the company or special independent training institutions as well as vocationalcolleges (obligation or right to attend a vocational college).Intermediate Technical and Vocational Schools (BMS or Berufsbildende mittlere Schulen)Students attend BMS for one to four years. Students at such colleges with a one- or two-year curriculum receive partialvocational training, whilst those at colleges with a three- or four-year curriculum receive full vocational training. Aftercompleting at least a three-year curriculum at a medium-level secondary technical and vocational college, students can takecontinuation courses (three years) to pass the Reife- and Diplomprüfung (matriculation and diploma exam). There are alsospecial types of technical post matriculation courses for graduates of some four-year schools.The most important types of medium-level secondary technical and vocational colleges__Technische, gewerbliche and kunstgewerbliche Fachschulen (medium-level industrial, trade and crafts colleges; mostlyfouryear courses)__Handelsschule (medium-level secondary commercial college; three-year courses)Other commercial colleges: two- or three-year clerical and electronic data processing colleges, and three-year training coursesfor schools for computer science specialists__Fachschule fur wirtschaftliche Berufe (medium-level secondary college for occupations in the food and beverage industry;threeyear courses)__Wirtschaftsschule (medium-level secondary home-economics college; one- or two-year courses)Fashion school (three-year courses)NQF-SQF:"This project has been funded with support from13/14Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

__Hotelfachschule, Tourismusfachschule, Gastgewerbefachschule (medium-level secondary colleges for hotel management,tourism, catering; three-year courses)__Fachschule für Sozialberufe (medium-level secondary college for social workers): three-year __Fachschule für Sozialberufe(school for social workers), Schule für Sozialdienste (school for social services, two years)__Land- und forstwirtschaftliche Fachschulen (medium-level secondary ag-ricultural and forestry colleges; length of trainingbetween two and four school years)__Schulen für Gesundheits- und Krankenpfl ege (schools for health and nursing services, age of admission 16 or 17).Secondary Technical and Vocational Colleges (BHS or Berufsbildende höhere Schulen)In addition to providing in-depth general education, over a period of fi ve years berufsbildende höhere Schulen (BHS) givestudents an advanced vocational train-ing, culminating in a Reife- or Diplomprüfung (matriculation or diploma exam). Thisentitles them to admission to university, higher technical colleges and post-secondary colleges. Universities and highertechnical colleges are required by law to give students credit for specialized knowledge acquired by BHS graduates.Once they have worked in their fi eld for three years, graduates of most höhere technische and höhere Land- andforstwirtschaftliche Lehranstalten (higher-level secondary industrial, agricultural and forestry colleges) may apply to the FederalMinistry of Economics and Labour or the Federal Ministry of Agriculture, Forestry, Environment and Water Management forauthorization to use the professional title of "lngenieur".The most important higher-level secondary technical and vocational colleges:__Höhere technische and gewerbliche Lehranstalten (higher-level secondary industrial and trade colleges)Höhere Lehranstalt für Mode, für künstlerische Gestaltung, für Produktmanagement und __Präsentation, Modedesign undProduktgestaltung (higher-level secondary college for fashion, artistic design, product management and presentation, fashiondesign and product design)__Höhere Lehranstalt für Tourismus (higher-level secondary college for tourism)__Handelsakademie (higher-level secondary commercial college)__Höhere Lehranstalt fur wirtschaftliche Berufe (higher-level secondary college for occupations in the food and beverageindustry)__Höhere Lehranstalt für Land- und Forstwirtschaft: (higherlevel secondary college for agriculture and forestry)__Bildungsanstalt für Kindergartenpädagogik (kindergarten teacher-training college)__Bildungsanstalten for Sozialpädagogik (teacher-training colleges for social education)Educational Courses after MatriculationThe qualification for admission is Reifeprüfung (matriculation exam), Berufsreifeprüfung (vocational matriculation examination)or an entrance examination.Kollegs (specialised post matriculation courses): These are two-year full-time (or two to three-year part-time) advancedlevel vocational courses equivalent to higher-level technical and vocational colleges.Post-secondary colleges__Training 1: Public and private post-secondary colleges train teachers for positions at primary schools (including pre-school),general secondary schools and special schools, as well as polytechnic colleges.__Training 2: Some public post-secondary colleges train teachers for positions at vocational colleges, for technical/trade areasof specialization, for the specializations of design and nutrition, and to teach information and communication at BMS or BHScolleges.__Training 3: The college of agricultural and environmental pedagogy offers training for positions at agricultural and forestryvocational colleges and technical colleges as well as for positions in agriculture and environmental studies at higher agriculturaland forestry colleges.__Training 4: Private pedagogic colleges and several private institutions train religious instruction teachers (Catholic,Evangelical, Old Catholic, Orthodox, Eastern Orthodox, Islamic, Jewish) at compulsory schoolsUniversities of Applied Sciences (Fachhochschulen)Scientifi cally grounded vocational training with a strong practical orientation (usually one semester of vocational experience).The following types of courses are currently offered:__Diplomstudien (diploma courses): generally last 8 semester (4 years) and conclude with the academic title of "Mag. (FH)” or“Dipl.-Ing.(FH)”. Diploma courses are gradually being replaced by Bachelor’s courses or continuation study on Master’scourses.__Bachelorstudien (bachelor’s degrees): generally last 6 semesters (3 years) and conclude with the academic title of“Bachelor”. In some subjects, particularly in the area of social work and health services, graduating also entitles you to practisethe relevant vocation (e.g. social worker, physiotherapist).__Masterstudien (master’s degrees): are a continuation of bachelor's courses, and are designed primarily for the purpose ofobtaining an additional scientifi c grounding; they generally last 4 semesters (2 years) and conclude with the academic title of"Master”.NQF-SQF:"This project has been funded with support from14/15Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

__Austrian technical universities currently offer training courses in the fi elds of design - art, technology, engineering, socialsciences, economics, military/national defence, natural sciences and healthcare science. Technical university courses are alsoopen to students with relevant vocational qualifi cations without matriculation (usually with an admission examination).University courses__Diplomstudien (diploma courses):__Bachelor’s and Master’s courses:__Doctoral courses:Schools for part-time students and tertiary educationAdults who have already embarked upon careers or have concluded their vocational training have the possibility of obtainingrelevant educational qualifications as part-time students taking evening classes. Part-time students can choose betweenacademic secondary schools and medium- and higher-level secondary technical and vocational colleges, consolidationcourses, specialised post matriculation courses and post-secondary colleges. Universities and technical universities also offerfur-ther education courses: the latter also offer technical university courses for parttime students.Adult educationAcademic and vocational courses and programmes are offered by institutes of adult education sponsored by the Ministry ofEducation, such as colleges of further education, vocational colleges, institutes for economic development, denominationalinstitutions and a number of other regional non-profit institutions for adult education.One of the main purposes of adult education is to allow students to gain qualifications not obtained earlier by taking adultclasses in the form of “second-chance education”. Institutions offering adult education give interested students the opportunityof attending courses in preparation for the matriculation examination, the school-leaving certificate, the university entranceexamination or the vocational matriculation examination (in some instances examinations may be taken in stages).2.5 The NetherlandsFigure 7Organisation of the education system in the Netherlands 2008/2009Source: Eurydice, Organisation of the education system in France, Brussels, 2009This scheme represents the Dutch Educational System as an continuous track. It can be discontinuous. Till 16 year therelearning is obligatory. Till 18 years it’s obligatory to reach a start qualification. This is either a mbo qualificationbasisberoepsopleiding, havo or vwo. In isced terms at least ISCED level 3. Part of Life long learning is the option ofdiscontinuous tracks. For instance with a VET qualification one has the option to enter the labour market and start working or incase of the dual pathway to stop education. And then enter the educational system some years or years later, either in full timeeducation or in a part time or dual form.NQF-SQF:"This project has been funded with support from15/16Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

The next scheme shows the kind of choices that can be made in the educational system.Dutch Educational SystemThe segments that are differentiated are:__General secundary Education,__VET (including Full time and dual vocational education (BOL &BBL)__Higher Education__Adult EducationNon Formal education will also referenced to the NLQF.Positioning of vwoThe committee Leynse advises to position VWO (general secondary pre university education) at NLQF/EQF level 5. This isanother level than the ISCED classification. ISCED isn’t outcome based. The reason for positioning VWO at level 5 is the highquality of the Dutch VWO. But positioning VWO at level 5 doesn’t implicate that VWO is considered to be part of higherprofessional education.Non-Formal education will also referenced to the NLQF. This will be one of the tasks of the NCP NLQF. A procedure has to bedesignated for the referencing rules and procedure.2.6 MaltaFigure 8Organisation of the education system in Malta 2006/2007NQF-SQF:"This project has been funded with support from16/17Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

Source: Eurydice, Organisation of the education system in France, Brussels, 2007The Malta Qualifications Framework (MQF) has two learning pathways from Levels 1 to 5 with General Education on the leftand Vocational Education and Training on the right. From Level 6 to Level 8 the dividing line between General Education andVET does not exist thus indicating that there is one Higher Education area in Malta. Academic degrees achieved from theUniversity have the same parity of esteem as professional degrees achieved from the VET Institutes. Some of the VET coursesoperate the dual system and students benefit from hands-on experience in industry.Adults over twenty three years of age benefit from the maturity clause and can have access to University and any VET Institutefollowing an aptitude test. The availability of part-time courses in public and private institutions encourage many adult learnersto invest in their continuous professional development by taking on further and higher education while they work. In 2010 therewas a rise in the demand for short courses for adult learners who can attend courses either during the day or in the evening ina number of subjects to achieve the Key Competences in MQF Levels 1 to 3. The Employment and Training Corporation andthe Directorate for Lifelong Learning of the ministry of Education, Employment and the Family offers a number of qualificationsto the unemployed as well as to those who are in employment but feel the need for up-skilling for job retention or for jobmobility.2.7 ItalyFigure 9Organisation of the education system in Italy 2008/2009Source: Eurydice, Organisation of the education system in France, Brussels, 2009NQF-SQF:"This project has been funded with support from17/18Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

The education system includes the following at present:__Scuola dell'infanzia (non-compulsory) for children between 3 and 6 years of age.__First cycle of education (length: 8 years), organised in Primary Education for children between 6 and 11 years of age, whichlasts 5 years, and Lower Secondary School for children between 11 and 14 years of age, lasting 3 years.__Second cycle of education consisting of two different pathways: the first is Upper Secondary School, which falls under theresponsibility of the State, lasts 5 years and is addressed to students from 15 to 19 years of age. This level of education isprovided by Licei, Technical Institutes, Art Institutes and Vocational Institutes. Vocational and Art Institutes also offer three-yearcourses. The second pathway is Initial Vocational Training (three-year courses) for students who have completed the first cycleof education and is organised by the Regions.__Post-secondary non-tertiary education, within the higher technical education and training system (Istruzione e FormazioneTecnica Superiore – IFTS), offers higher technical education and training pathways and courses provided by Higher TechnicalInstitutes (Istituti Tecnici Superiori – ITS).__Higher education sector consisting of University and non-University Higher Education. The higher education system isdivided into State and non-State establishments.2.8 SpainFigure 10Organisation of the education system in Spain 2009/2010Source: Eurydice, Organisation of the education system in France, Brussels, 2010The present Spanish Educational System is divided in a general regime (infant education, primary education , compulsorysecondary education (ESO) ), baccalaureate, vocational training and University. Education is compulsory between the age of 6and 16. Vocational training comprehends: Access through Secondary School (medium & higher degrees), or throughcontinuous and occupational training ( provided by private and public organizations).NQF-SQF:"This project has been funded with support from18/19Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

2.9 GermanyFigure 11Organisation of the education system in Spain 2009/2010Source: Eurydice, Organisation of the education system in Germany, Brussels, 2010General Education : according to our federal system we have different types of schools (Grundschule (1.-4- Schuljahr)Hauptschule (5.-9.Schuljahr), Realschule (6.-10- Schuljahr, Übertritt nach 1. Jahr Hauptschule), Gymnasium (Übertritt nach 4.Klasse Grundschule oder 5. Klasse oder nach Beendingung der realschule mit Prüfung und Wiederholung der 10. Klasse) oderGesamtschule)Berufsschule/Vocational school in combination with vacational education and training in companies VET system / dual SystemNQF-SQF:"This project has been funded with support from19/20Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

3 Referencing the EQF3.1 Interfaces to the EQFAs already mentioned, the EQF descriptors are used as a basis for the NQF in Austria, Malta…Plans for referencing the NQF to the EQF for the current year 2011 exist in Greece, Romania. In Italy the referencing processis on its way.In Romania the National Qualifications Authority, the National Agency for Quality Assurance in Higher Education and theNational Agency for Quality Assurance for Pre-university Education (IVET) are working within their level of competence. Thenational steering group for referencing has yet to be decided.It is also planned to draw up the report on the referencing of the Austrian NQF to the EQF in the course of 2011. Key actors inthe NQF development process are the Ministry of Education, Arts and Culture (bmukk) and the Ministry of Science andResearch (bmwf). These ministries head the so-called NQF Steering Group, in which members of all ministries, the socialpartners and the Laender are represented. This group will also be the decision making body for the EQF referencing report. Itis planned to discuss the draft Austrian EQF referencing report with the NQF Steering Group which compromises stakeholdersfrom different sectors and different parts of the qualifications system.Key actors in the NQF development process are the Ministry of Education, Arts and Culture (bmukk) and the Ministry ofScience and Research (bmwf). These ministries head the so-called NQF Steering Group, in which members of all ministries,the social partners and the Laender are represented. This group will also be the decision making body for the EQF referencingreport. It is planned to discuss the draft Austrian EQF referencing report with the NQF Steering Group which compromisesstakeholders from different sectors and different parts of the qualifications system.OeAD (Österreischischer Austauschdienst, Austrian agency for international cooperation in education and research) wasdesignated the national coordination point (NCP) in March 2010. It will be responsible for developing a home page on NQF andshould become the main information desk for citizens and institutions. One of the tasks of the NCP is to support the EQFreferencing process; concrete activities have not been planned so far.The Austrian EQF referencing report will be presented as one report but it will be developed in two parts. The Austrian NQF willcomprise of eight levels, with levels 6 to 8 being divided into a ‘Bologna-strand’ and into a ‘non-Bologna-strand’. Bachelor-,Master- and PhD-degrees will be classified on the basis of the Dublin descriptors, while qualifications outside the Bolognaarchitecture will follow the NQF descriptors. Therefore the bmwf is responsible for preparing relevant information related to the‘Bologna-strand’ and the bmukk will cover all other areas.Both ministries have commissioned external experts for writing the report and will coordinate the process together. The workhas been supported by the EQF test and pilot projects, notably the Leonardo da Vinci ‘EQF-Ref: Referencing process –Examples and proposals.The definition of criteria for the NQF classification, of the classification procedure and the NQF governance structure will bepublished in an NQF Manual, which will be included in the Annex.The Manual address the following issues:How do qualifications have to be structured and described to be ‘NQF-classifiable’?__What information has to be provided when applying for classification?__What criteria have to be met for the classification on a particular level?__Which steps have to be taken when applying for classification?__Who are the stakeholders involved in the NQF process and what are their tasks?__Which implications does a classification have?A template has been prepared for presenting qualifications that should be classified in the NQF. The proposed template asksfor providing arguments for allocating a qualification to a certain level. The argumentation will have to be based on the EQFdescriptors and the above mentioned Austrian explanations/details/specifications and could additionally be based on:__Relation to other qualifications from the same learning or working area or to similar qualifications already classified__International comparison (e.g. transnational agreements on mutual recognition of qualifications, European projects etc.)NQF-SQF:"This project has been funded with support from20/21Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

__Further „indicators“ (e.g. statistical information on status of qualification holders on the labour market or their income, ratio ofself-employed persons, numbers of start-ups, sizes of enterprises, unemployment rate of holders of the qualification, results ofgraduate surveys, classifications used in collective agreements)In France the CNCP (National commission for vocational certifications) is the main actor :Created by the Social Modernization Act No. 2002-73 of January 17, 2002, the National Commission of professionalcertification is under the authority of the Minister responsible for vocational training.Its mission:__Inventory professional qualifications in the national directory of professional certifications : (RNCP)__Inform people and companies on qualifications and certifications listed in the RNCP and on the certifications recognized inthe European community,__Ensure coherence, complementarity and renewal of diplomas and qualifications and their adaptation to changes inqualifications and work organization,__Give public advice before the creation of new professional qualifications to be registered in the RNCP,__Achieving public assessment of vocational qualification certificates,__Make recommendations to institutions elaborating new vocational certifications__Report any total or partial possible matches between certifications registered in the directory, and other certificationsincluding European ones__Develop a new classification of levels of certification in relation to jobs.__Develop a new classification of levels of certification in relation to jobs.__Validate or propose levels of certifications on the NQFUnder the authority of his President, the CNCP is works with a specialized committee, a permanent secretariat and a networkof regional correspondents. It contributes to international work on transparency of qualifications.The Repertory (RNCP) thus represents a reference tool for all stakeholders involved in the employment-training relationship ata national and international level, both for the general public and for enterprises.All the vocational certifications listed in the RNCP must possess a level in the French list to enable a correspondence with theEQF to be established. The correspondence between the French list and the European framework is established using aconversion table elaborated by the members of the CNCP. For higher education certifications, the implementation of the LMDprocess is taken into account. For certifications issued in the name of the French State, each certifying legal authority (such asministries...) is responsible for its positioning on the national level. For certification registered upon request, the CNCPproposes the level on NQF.The tools used as interfaces to the EQF in the Netherlands can be described as followed:__The assignment of the construction of the NLQF determined that the existing levels in vmbo, mbo, havo, vwo, highereducation and adult education (the educational system) had to be described with one common language and that logicalranking or juxtapositioning should determine the amount of levels.__At first a conceptual framework was designed. The first conceptual publicized framework consisted of 10 levels. It wasdesigned as a fundament for the NLQF and to test the NLQF. Experts of the designated educational sectors and stakeholdersof all kind of education and labour market have contributed to the elaboration of this conceptual framework. After consultationrounds the conceptual framework was reduced to 8 levels.__The existing qualification levels were described in the chosen conceptual framework and then presented to stakeholders anddiscussed in round table conferences.__The advisory Committee has advised the Minister of Education, Culture and Science on the draft and the NCP NLQF. TheCommittee has made some revisions in the drafts they had to advise on.__At the moment three documents are available:__Schematisch overzicht van de Nederlandse onderwijssectoren, NLQF en het EQF__A scheme of the Dutch educational sectors and the NLQF and EQFNQF-SQF:"This project has been funded with support from21/22Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

Niveaubeschrijvingen NLQF-EQF. A description of the context of the various education using the descriptors ofthe conceptual framework__Matrix met niveaubeschrijvingen NLQF. A generic scheme in which the 10 levels are placed next to eachother and in which one can see the differences between each qualification and the NLQF level.Figure 4Descriptions of the levels of NLQF - EQFNiveaubeschrijvingen NLQF-EQFSource: KCH template - www.NLQF.nlNQF-SQF:"This project has been funded with support from22/23Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

Figure 5Matrix with level descriptions of the NLQFMatrix met niveaubeschrijvingen NLQFSource: KCH template, derived from www.nlqf.nlNQF-SQF:"This project has been funded with support from23/24Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

Figure 6Schema NLQF-EQFNLQF referencing EQFSource: KCH : Advise of Committee NLQF-EQF (report version 1.0 May 2011)The Interfaces between the NQF and the EQF are defined as followed:See the first scheme. In the NLQF the designated levels Adult Education are scaled from EQF level 1-5. This matches with theequivalent level of secondary education. The lowest level of Adult Education, Educatie 1 is scaled under the first EQFlevel, it’s a starting level. Vavo is adult education and within vavo students it’s possible to reach the vmbo, havo or vwolevels.Vmbo has four educational levels. In the NLQF it is situated at EQF level 1 and 2. Vmbo KB en GL/TL are scaled at EQF 2.These students are allowed to enter MBO level 3 & 4 qualifications. Students with a vmbo BB certificate are allowed toenter a mbo 2 qualification. VWO gives entrance to University and is scaled at EQF level 5.The aims of the NLQF are, in short:_increase transparency in the Dutch education_increase transparency between the European qualifications_increase the comparability of levels of qualifications_stimulate thinking in terms of learning outcomes as the building blocks of qualifications_stimulate life long learning for all_increase transparency of learning pathways_at the labour market increase understanding of the levels of qualifications_facilitate communication between the parties in education and labour market.Access to education abroad is also an important issue. In case of regulated professions the possibility of scaling of some VETqualifications at level 5 can be important. A procedure will be developed in order to insure that this kind of qualificationswill be properly levelled.NQF-SQF:"This project has been funded with support from24/25Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

A National Coordination Point (NCP NLQF) will be established. This Coordination Point will be responsible for the grading ofqualifications both formal and non formal. For non-formal education an application procedure including an objection and appealprocedure has to be determined.In Germany the NQF is linked via the levels to the EQF only For the other questions a own study would be necessary becauseseveral instruments are in use but never used from all actorsIn Malta the Referencing Report linked the level descriptors of the MQF to those of the EQF and the QF-EHEA. The eightlevels of the Malta Qualifications Framework (MQF) represent qualifications that demonstrate the level of difficulty indicated inthe European Qualifications Framework (EQF).The MQF and the EQF both have eight levels of difficulty defined in learning outcomes. They describe Knowledge, Skills andCompetences that individuals should achieve at the end of a learning process. They indicate the level of autonomy andsupervision needed in the lower levels and they indicate how the learner can act as a supervisor or manager of people orprojects from Levels 4 upwards. The Malta Qualifications Council (MQC) is the National Contact Point (NCP) of the MaltaQualifications Framework (MQF) and the European Qualifications Framework for Lifelong Learning. Consultation meetings andevents leading to the launching of the Malta Referencing Report (2007-2009) led to the engagement of all stakeholders in thereferencing process.Within the Malta Qualifications Council there is a department which focuses on the recognition of foreign qualifications. TheMalta Qualification Recognition Information Centre (MQRIC) which is a member of the NARIC-ENIC Network has a standardprocedure to verify the quality of foreign qualifications which may or may not be offered in Malta. The MQRIC Officers checkthat the awarding institution is accredited, that the particular qualification is also accredited and check whether the qualificationis level rated. Most of the foreign qualifications originate in the United Kingdom therefore the QCF Level is translated to theEQF Level and therefore to the MQF Level. There are however a number of sectoral qualifications which are accredited andinternationally recognised but they are not level rated to the EQF. If the qualifications are awarded by institutions outside theUnited Kingdom, the MQRIC Officers refer to the NARIC-ENIC counterparts for information about institutions and specificallyabout qualifications. If qualifications are accredited by the country of origin and benefit from mutual recognition, these are levelrated to the MQF and the EQF through a formal protocol between MQC and the education and training provider representingthe foreign awarding body. Over 6000 qualifications are processed through this Office every year.In order to set up the EQF in Italy, the national authorities of each country have been requested to establish links between theirown systems of qualifications and the Single Framework itself.Italy’s response to the request from Europe became concrete in 2007, when a committee for the construction of a nationalsystem of minimum professional, certification and training standards, promoted by the Minister of Labour, started work. Thecommittee has the objective of defining a national standards system coherent with the setting up of the EQF. The committeemembers are the Ministry of Education, the Ministry of Universities and Research, the Regional Councils, the IndependentProvincial Councils and social partners.Italy started preparing a common methodology, including a national learning outcomes approach, providing the basis for closerintegration of the different parts of the qualification system. An inventory of regional standards of competences was preparedand methodology successfully tested in tourism and mechanical sector. Other sectors (e.g. chemical, food and agriculture) areabout to be mapped with the same methodology. Some Regions adopted regional standards using the same methodology.Furthermore, currently the ISFOL is supporting the Ministry of Labour in creating a national database of job descriptions andstandards (occupational and training standards) developed in Italy in recent years, which are clustered in 24 economic andprofessional areas.The development of the NQF in Italy is running a new evolution phase due to:__the progress of the national reforms in the field of education, VET system and the labour market;NQF-SQF:"This project has been funded with support from25/26Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

__a stronger dialogue among institutions and competent bodies on the implementation of the System (coherent with the EQF);__the EQF Recommendation commitments;__a concrete impulse in the activities of the “National Table/Committee”, launched in 2006 by the Ministry of Labour for thedefinition of the Italian NQS.In this new phase criteria and priorities settled are:__to preserve specific characteristics of sub-systems and regional frameworks;__to overcome diversities and develop a common and shared language (focused on learning outcomes);__to guarantee transparency, legibility and quality procedures;__to take into consideration European issues and deadlines;__to develop cooperation with other national agencies in EU involved in the definition of their NQFs.The “National Table/Committee” started to work on NFQ and it is still working on it. The “National Table/Committee” ispromoted by the Italian Ministry of Labour and is composed by: Ministry of Labour, Ministry of Education, EmployersRepresentatives, Trade Unions and Local Authorities (Regions, Autonomous Provinces). ISFOL at national level andTecnostruttura at regional level, are the scientific and methodological bodies that support the Italian policy in this field.The Ministry of Education, University and Research and Ministry of Labour and Social Policies are leading the NQFdevelopment and implementation process in agreement with the Regions and Autonomous Provinces and the social partners.At the technical level, ISFOL (the national institute for development of vocational training) is involved in implementing thenational methodologies and coordinates sectoral and professional expert groups involving social partners. The monitoring ofthe implementation of the NQF to prepare the referencing process to the EQF will be operated by the Ministry of Labour andthe Ministry of Education, with the support of the NCP appointed at ISFOL.Figure 6Interfaces of Italian NQF and EQFUEECVETKey CompetencesEQFCommon principlesof Validation8 levels based onlearning outcomesEuropassCitizen portfolioEQFProfessional standardsbased on competencesNQFStandard forcertificationTraining standardITALYSource: Italian templateThe concept of “qualification” has several meanings and different uses in Italy:NQF-SQF:"This project has been funded with support from26/27Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

__it is the formal output of a learning and/or certification/validation process (titoli e qualifiche) such as: attestato di qualifica,diploma, laurea, etc…, delivered by a authorized institutions;__qualifica has always been used in the VET system, and its use in ED and HE needs an effort of adaptation;__it defines professions and levels (qualifica) in the national collective agreements;__it is independent from learning/training pathways, and can be reached through different pathways (school, university, VETand non-formal and informal contexts).The concept of validation/certification only recently has entered the Italian culture. It is a process that:__incorporates the processes of both assessment (“valutazione”) and certification;__refers mainly to qualifications acquired in Formal, Non-Formal and Informal contexts, assessed and recognized byauthorized bodies with respects to predefined standards.Apart from different uses and difficulties, the Italian approach seems to be:__shifting from input to output of the learning process;__improving coherence with the EQF concepts in the sub-systems and especially in VET;__need to be supported by a homogeneous approach of a National Qualifications Framework.In Spain the main tool is the National Qualification Catalogue which qualifications therein are assigned specific levels ( NQFlevels) and Spanish NQF levels are already defined and related to EQF levels. ( see frame next question).Spanish NQF is not concluded yet and covers 2 major areas: VET and Higher Education. VET part of NQF is the only onealready concluded an is current ruling the national VET system. Higher Education part is under construction.At VET level of Spanish NQF , EQF levels are already related to NQF VET levels as follows:Figure 9Relation between Spanish VET and EQFSource: Spanish templateIt is managed INCUAL – National Qualification Institute. The methodology used to refer NQF Levels to EQF levels is notdisclosed to the broad public by INCUAL: Although this reference exists and is published, it is still pending of official legalapproval. The legal approval will be obtained once the Higher Education part of the NQF is concluded.NQF-SQF:"This project has been funded with support from27/28Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

At VET level of Spanish NQF , EQF levels are already related to NQF VET levels as shown previously. Although NQF Levelsare already referenced to EQF levels, it is not in use yet in practical procedures by organizations, educational bodies andsystems.Accreditation of Non University Studies:http://www.educacion.es/mecd/jsp/plantilla.jsp?id=64&area=titulosOnly Qualifications/Competences obtained via formal education studies can be accredited by the current formal system( Formal primary & secondary levels or similar).Accreditation of Non formal competences can be only recognized ( very recently) via The Real Decree 1224/2009 forCompetences Acquired via Labour Experience Recognition. The process is oriented to recognize and to certify competencesacquired by non formal education ways at a national level and is based on the NQF ( process described on the next topic). Asthis is a very recent system and it is under implementation, qualifications available to be recognized by the system varies a lotdepending on the contry region stage of the system implementation.Accreditation of University Studies:It is not a straight forward process yet as EQF objectives are meant to be:There are 2 different processes:__Homologation: Formal recognition of University Studies that entitle the applicant to follow the formal studies at this level inSpain. Any graduates can apply for approval of foreign higher education diplomas obtained abroad. The approval granted inSpain official validity of higher education diplomas obtained abroad. An approved foreign degree has the same effects(academic or professional) of the Spanish academic degree or qualification which is homologous throughout the country.These effects occur from the date it is granted and issued the corresponding credentials.For the approval to specific titles, the current academic degrees and Bachelor's Degree competent Department ofQualifications and Recognition of Qualifications of the Ministry of Education. Approval of academic degrees and postgraduate(Masters and PhD) is the responsibility of Spanish University Rectors.In this ministry, you can request two types of approvals:· A Spanish university degree specifically included in the official university catalog that is current and fullyimplemented in at least one Spanish university.· The degree of Diploma or Degree.__Recognition: Formal recognition of University Studies that entitle the applicant to work in Spain in certain areas: exampleArchitect, Psychologist etcCommunity rules of professional recognition is based on the articles of the Treaty establishing the European Communitygoverning freedom of establishment and freedom to provide services. In order to give effect to this freedom, we have adopteda set of provisions implementing these provisions of the Treaty and set up a system of recognition of professional qualificationsbetween the Member States of the Union.This specific legislation in Spain in the Royal Decree 1837/2008, of November 8 , Which is incorporated into Spanish lawDirective 2005/36/EC European Parliament and the Council of 7 September 2005 and Directive 2006/100/EC the Council of20 November 2006 concerning the recognition of professional qualifications, as well as certain aspects of the exercise of thelegal profession.The effects of this recognition are exclusively professional, ie, lead to the authorization to practice a specific profession in thehost State. The purpose of professional recognition of qualifications is the overcoming of obstacles, especially those dealingwith qualifications, that citizens of a State can be found for access to exercise a professional activity in another. The mainbeneficiaries are therefore not professionals and students.This recognition of diplomas only applies to nationals· The 27 member states of the European Union: Germany, Austria, Belgium, Bulgaria, Cyprus, Denmark, Slovakia,Slovenia, Spain, Estonia, Finland, France, Greece, Hungary, Ireland, Italy, Latvia, Luxembourg, Lithuania, Malta, NetherlandsNetherlands, Poland, Portugal, United Kingdom, Czech Republic, Romania, Sweden.· The 3 states signing the agreement on the European Economic Area: Norway, Iceland, Liechtenstein.· Switzerland, under a bilateral agreement with the European Union.NQF-SQF:"This project has been funded with support from28/29Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

The Ministry of Education, through the Department of Qualifications and Recognition of Qualifications, is the coordinating bodyin Spain for the implementation of Directive 2005/36/EC on the recognition of qualifications.Competencies for professional recognition are:A) In the General State Administration· Ministry of Foreign Affairs and Cooperation : Sworn.· Ministry of Defence: Ordnance Engineering, Naval Weapons Engineering, Construction and Electrical Engineering.· Ministry of Economy and Finance: Insurance Actuary, Agent and Customs agent, accountant, economist, EnabledPensions.· Ministry of Education: Biologist, School Teaching, Primary School Primary School Teacher Secondary School,University Professor, Professor of Art Education, Professor of Language Education, Professor of Athletic Training, VocationalTeacher, Psychologist .· Ministry: Aeronautical Engineer, Civil Engineer, Canales y Puertos, Aeronautical Engineer in the relevant specialty,Public Works Engineering in the relevant specialty, Surveying Engineer, Cabin Crew.· Ministry of Industry, Tourism and Trade: Sales Agent, Industrial Property Agent, Gunner-Barrena, Diploma inBusiness and Commercial Professor, Physics, Industrial Engineering, Mining Engineering, Naval and Ocean Engineering,Telecommunication Engineering, Industrial Engineer in the relevant specialty, Engineer of Mines in the relevant specialty,Naval Engineer in the relevant specialty, Telecommunications Engineer in the relevant specialty, Perito Mercantil, Chemical,Technical, Business and Tourist Activities.· Home Office: Private Detective, Private Schools Director of Drivers, Security Director, Save the Country Private,Private Storage Field: Specialty wardens Maritime Security Chief, Professor Road Training, Security Guard, Security Guard:Guard Private security guards: Vigilante Explosives.· Ministry of Justice: Attorney, Attorney.· Ministry of Environment and Rural and Marine Affairs: Winemaker, geologist, agricultural engineer, ForestryEngineer, Agricultural Engineer in the relevant specialty, Forestry Engineer in the relevant fields.· Ministry of Planning Policy: Administrative Manager.· Ministry of Health and Social Policy: a biologist specializing in health sciences, Biochemical specialist in a specialtyof Health Sciences, dentist, nurse responsible for general care, Nurse Specialist, Specialist Hospital Radiophysics, Pharmacist,Pharmacist Specialist, Physiotherapist, Speech Therapist, Midwife, Medical, Medical Specialist, Nutritionist / Dietitian,optometrist, podiatrist, psychologist specializing in Clinical Psychology, a Specialist Chemical Specialty Health Sciences,Occupational Therapist, Veterinarian.· Ministry of Housing, Architect, Technical Architect.· Ministry of Labour and Immigration: Social Degree, Graduate Diploma or Diploma in Social Relations.B) The authorities of the Autonomous CommunitiesA relevant bodies of the Autonomous Communities their rightful recognition of the following professions:· Diver, Captain of Fishing Competition Sailor, Decorator, Draftsman, Tour Guide, Pressure Equipment Installer,Installer, Low Voltage Installer Heating & Air Conditioning, Plumbing, Gas Installer, refrigeration, installation electrician ,Mechanical Naval Staff (Fisheries sector), Naval Mechanic (Fisheries sector), Coastal Skipper Versatile, Height Master(Fisheries sector), Patron of Litoral (Fisheries sector), Local Pattern Fishing, Wine Production Technician, Technical Specialistviticulture Care Technician Nursing Assistant, Pharmacy Technician, Technician in Pathology and Cytology, Senior Technicalautoprosthesis, Dietetic Technician, Technician in Health Documentation Oral Hygiene Technician, Senior Technician indiagnostic imaging , Technician in the Clinical Diagnostic Laboratory, Higher Technical Orthoprosthetic, Dental ProstheticTechnician, Technician in Radiation Therapy, Environmental Health Technician, Technician in Prevention (Higher Level),Senior Technical Professional Risk Prevention (Intermediate Level) .Who is responsible for those definitions and accreditation?University Level: Public body General Subdirection of Titles/Diplomas and Qualifications Recognition ruled by Ministry ofEducationVET Level: Recognition based on the new system describe by The Real Decree 1224/2009 for Competences Acquired viaLabour Experience Recognition: Regional VET Authority of each Autonomous Community.NQF-SQF:"This project has been funded with support from29/30Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

3.2 Access to education abroadForeign awarding bodies are widely represented in Malta, so learners do not have to travel abroad to achieve a foreignqualification. Education and Training providers have to be officially licensed by the Ministry of Education, Employment and theFamily.The University of Malta (1592) was one of the first Universities in Europe to introduce the European Credit System (ECTS)across all its faculties and centres with a few exceptions. The transparency of ECTS credits very much promoted by theBologna Process not only gives students opportunities for Erasmus exchanges but also to study abroad following completion oftheir studies in Malta.Although ECVET is in its early stages in the local institutions and there are no programmes such as the ERASMUS for highereducation students, opportunities for apprenticeship overseas do exist for VET students.Since the launching of the MQF in 2007 qualifications that are used as benchmarks in the MQF give a transparent value andvisibility to qualifications thus enhancing mobility of students.The Government of Malta awards the following sponsorship schemes to encourage mobility of students:__Malta Government Scholarship Scheme (MGSS) – targets undergraduate and post-graduate students;__Strategic Educational Pathways Scholarships (STEPS) – targets post-graduate students only__Malta Arts Scholarships (MAS) – targeting students with any level of studies.In the Netherlands the National Reference Point (NRP) Netherlands is the contact point for those in search of information onvocational education in the Netherlands and other European countries. The Dutch Ministry of Education has appointed Coloand Nuffic for this task. Colo and Nuffic together represent the national structure for credential evaluation in the Netherlands. Itis a close cooperation between Colo and Nuffic. Together they have established the Information Centre for CredentialEvaluation. Colo is the association of national Centres of Expertise for Vocational Education, Training and the Labour Market.Colo is responsible for credential evaluations at the level of senior secondary vocational education (mbo), including adulteducation, and preparatory secondary vocational education (vmbo). Nuffic is the Netherlands Organization for Internationalcooperation in higher education. Within the structure for credential evaluation Nuffic is responsible for evaluations on the levelof general secondary education and higher education.The NRP based on the (EU) regulations and in close collobaration with the Ministry of Education is responsible for thoseaccreditions and definitions.There are several legal regulations and measures/mechanisms/tools/methods/practices within the formal education andtraining system in the Netherlands for easing access to education abroad:NRP Netherlands is part of the European network of NRPs. The objective of this network is to increase the transparency ofnational qualifications, which will promote the study and employment mobility within the EU. The website (www.nlnrp.nl) is thefirst step for finding information on vocational education in the Netherlands. It may also serve as a stepping-stone for findinginformation on, and making contact with, European partner organizations.There will be established a NCP NLQF. This NCP will have a national as an international role. At both levels it’s role will be toestablish confidence and trust.Speaking about access to education abroad, in Romania qualifications obtained abroad are recognised by the National Centrefor Recognition and Equivalence of Diplomas, authority within Ministry of Education. Pre-university diplomas and certificatesobtained abroad are recognised either or by applying knowledge tests/equivalence examinations/adaptation periods/studyperiods, depending on the differences between the Romanian and the respective foreign system.Higher education diplomas, certificates or scientific degrees obtained abroad are recognised after NCRED has acknowledgedthat the studies undertaken abroad are compatible with the study programme or qualifications in Romania, in terms of:__status of higher education institution issuing the diploma/certificate/degree__diploma level__number of study years/credits accumulated__study field__profile__specialisation__curriculum/ workload /Diploma SupplementNQF-SQF:"This project has been funded with support from30/31Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

__professional qualification (Diploma Supplement)In case of major differences, compensatory actions may be proposed.The Ministry of Education, Research, Youth and Sports, through the Agency of Loans and Scholarships manages variousfinancing programs for stages of study or research abroad. The target group is the young people who intend to pursue bacheloruniversity studies, master or PhD or postgraduate research/ specialization abroad and who meet the eligibility requirements forthe type of scholarship they wish to apply for. The Agency of Loans and Scholarships manage the following types ofscholarships for study or research abroad:__Scholarships established by GD. no. 697/1996, as amended by GD. no. 533/1998__Scholarships offered by other countries under bilateral cooperation agreements or unilaterally__Scholarships for postgraduate and postdoctoral research and training "Vasile Parvan" at Rome's Accademia di Romania andNicolae Iorga at Istituto Romeno di Ricerca e Humanistic Culture in Venice, established by GD no. 101/2002__Scholarship for postgraduate study abroad "Theodor Aman" for the fine arts, established by GD no. 861/2003__Scholarships "Titu Maiorescu" for stages of Master’s university studies / PhD or research abroad for training of specialists infields of interest of the European Union, established by GD no. 1212/2008__The special scholarship of the Government, established by Law no.15/ 2004These scholarships are aimed at certain categories of people who are Romanian citizens and prove knowledge of foreignlanguages necessary for training. It can apply to those who benefit from these scholarships. Applicants benefiting from thesescholarships can be those who:__belong to an educational or research institution under the Ministry of Education, Research, Youth and Sports, such asstudents from the XII grade, post-graduates, doctors, medical residents, holding teachers, researchers;__are established artists and members of the field in Romania (UAP) or staff employed in public institutions and authorities andother public institutions in Romania.The categories of persons who are eligible for a scholarship are specified in the Regulation for organizing and holding nationalstock exchange approved type (www.roburse.ro - Types scholarships). In Romania, there is also the National Agency for EUProgrammes in Education and Training under the Ministry of Education, Research, Youth and Sports, which was designated asexecuting agency for the new community programs for Lifelong Learning, Youth in Action and Erasmus Mundus, thusfacilitating access to the European alternatives and active lifelong learning of the education and training institutions and of theinterested persons.In France there is no automatic accreditation except for some regulated profession or international agreement- Enic Naric isthe referent structure which is involved in the process of recognition for individuals. The ENIC-NARIC France is the Frenchinformation centre for the academic and professional qualifications referencing.__It draws up certificates of referencing of study levels for foreign qualifications__It provides information on the procedure for obtaining recognition of French qualifications abroad__It provides information on the procedures to follow in order to work in a regulated professionThe recognition is linked to the purpose of the demand studying? working ?If studying Enic-Naric +each school or university decide to recognize (or not to recognize) the diploma that the student hasshown in order to continue his studies.If working, the profession is regulated:__The ministry in charge of regulatory, through the transposition of Directive 2005/36, tells the worker the conditions that allowhim to practice in France__The profession is not regulated: Each company decides to recognize (or not to recognize) the diplomaInstitutional actors (branches organizations, Regional councils…), National Leonardo Agency are the main institutional bodieswho can fund mobility projects, easing access to education abroad.NQF-SQF:"This project has been funded with support from31/32Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

For what concerns legal regulations and measures for easing access to education abroad in Italy, actually, nothing has beendone about that. Nevertheless, there is a strong dialogue among institutions and competent bodies on the implementation ofthe system.In Germany access to education abroad means to follow the national requirement or bilateral agreements. A lot of bilateralagreements are available.In Spain the Ministry of Education promotes a variety of programs for international studies via 2 areas of internationalprograms:__Programs with EuropeThe Ministry of Education participates, cooperates and promotes activities for the research, development and promotion oflearning throughout life (ALV / LLL), through the European Union itself, the European Commission and other institutions, fromwhich to promote activities, meetings, forums and research work on issues such as recognition and validation of experienceand prior learning, basic skills, quality of learning processes, teacher training, teaching methodologies and learning. TheGovernment Body OAPEE is in charge for managing EU programs on Education area: Comenius, Erasmus, Leonardo Da Vinci,Grindivig, Study visits.The Autonomous Agency for European Educational Programmes is to manage the Spanish participationin the Lifelong Learning Programme (PAP) of the European Union.Programs with IberoamericaTraditionally, the Ministry of Education participates, cooperates and promotes activities for the research, development andpromotion of learning throughout life (ALV / LLL) in Latin America:__PAEB (programs to support and encourage the training of young people and adults, the ALV in general).__PREABOL (Bolivia).__PRODEPA (Paraguay).__RIEJA , Iberoamerican Network for Basic Education, Youth and Adults, which aims to bring together the contributions of allLatin American countries and promote the education of young people and adults in the Latin American world.__Vulcan Project, which supports and encourages "entrepreneurial culture in popular culture centers in Honduras.__CLASSROOM MENTOR in Latin America: in non-formal training in online and distance. The offer from Mentor in Spain isrepeated in some Latin American countries (Costa Rica, Paraguay ...) whose number is progressively increased through therelevant partnership agreements.3.3. Access to non-formal and informal learningIn France the following mechanisms of access to non-formal and informal learning are implemented:__VAE = validation of acquired skills (through experience)à any level to acquire directly part of or total diploma__VAP = validation of vocational skills (as a worker) à to acquire part of a diploma to get access to continuous training atUniversity__DAEU = diploma to access studies at University (access to higher education without the “baccalauréat”).__admission to exams to acquire formal qualifications/certificates/diplomas;Candidature libre (free candidature at exams)__access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).VAE = validation of acquired skills (through experience)By focusing on the validation of the learning outcomes through the deliverance of a "qualification", and no longer on training,the emphasis is now about the demonstration of the achievements of learning formal; non formal or informal after experienceas well as after training. VAE provides all or part of a professional certification based on experience, as salaried employee, selfemployed(craftsman, farmer ...) and/or volunteer (association, trade-unions...) and / or voluntary, or elective activity, if thetargeted certification refers directly to the related experience.NQF-SQF:"This project has been funded with support from32/33Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

See:__www.wae.gouv.fr__http://www.education.gouv.fr/cid1106/la-validation-des-acquis-de-l-experience-vae.html__http://www.francevae.fr/VAP = validation of vocational skills (as a worker, to validate part of a diploma to go on or get access to studies in“continuous training” at University)La Validation des Acquis Professionnels (VAP) : this procedure (under law of 1985) can give access to the preparation of adegree for which the lower-level qualification is not held by the candidate.DAEU (Diplôme d'accès aux études universitaires = diploma for access to University)Le D.A.E.U. gives the same rights as the baccalauréat, especially in terms of access to higher education.. The D.A.E.U. is forpeople who interrupted their studies without a baccalauréat diploma and who want to:__go to university (higher education training) in the purpose of getting back to work in a better context ;__acquire a degree enabling them to pass exams for which the baccalaureat is a pre-requisite, as they don’t get it__obtain a diploma certifying their level of general culture.In Romania National Adult Training Board (NATB) deals with CVT and IVET organised in non-formal or informal contexts.Thus, a person who was already initiated in a qualification may continue his/her training by following an improvement,specialisation or retraining course delivered by providers authorised by NATB. In compulsory education it was developed asystem for the recognition of basic education within the frame of the “Second Chance” Programme 2 . Another option in suchcases is to follow training courses by means of work-based apprenticeship to obtain a qualification 3 . Work-basedapprenticeship includes either theoretical and practical training or only practical training 4 .Validation of informal and non-formal learning has to date mostly been available in non-academic sectors. Some efforts havebeen made to bridge VET and higher education.With regards to recognition of non-formal /informal learning (RNFIL), there is a practical guide for schools which mightparticipate to this recognition as authorised centres for the assessment and certification of professional competences. Thisauthorisation is granted by NATB, as authority for adult training. When schools start activating as assessment centres, thosewho want formal recognition of the competences they acquired in non-formal/informal contexts will undertake the assessmentprocess leading to this certificate.In Italy the relationships between the State and the Regions concerning the governance and institutional issues are currentlybeing discussed. On 17 February 2010, an important agreement between Ministry of Labour, Regions and Social Partners wassigned in relation to the training policies to be jointly implemented through the current year. This agreement called Guidelinesfor Training in 2010 sees the national qualification system in a wider European context and underlines the key role to be playedby a learning outcomes approach in aiding individual learning. Also, recognition of non-formal and informal learning has beenmentioned within these guidelines as a strategic focus in the perspective of human capital competitiveness and lifelonglearning aims.A concrete result of the development processes, on the way since 2006, is the recent reform in upper secondary educationintroducing new levels defined by learning outcomes and reflecting the EQF level descriptors. It introduces three mainsecondary school pathways: general (lycées), technical and vocational education pathway, leading to five-year diplomas andlearning outcomes linked to the EQF. Moreover, the vocational education and training system managed by Regions willoperate according to agreed national standards (consistent with the EQF levels). Three-year vocational qualifications and fouryearvocational diplomas will be awarded. The implementation started in September 2010 and will continue up to 2013. Levelsand level descriptors are seen as important for placing programmes in a more coherent way and to show progression routesbetween programmes.The Italian education and training system has introduced the learning outcomes approach at national and regional levels, witheach subsystem having its own characteristics. The upper secondary education system has recently aligned qualifications andcurricula to the EQF learning outcomes structures. In February 2010, the reform regulation of the upper secondary educationsystem was adopted. In the vocational training system, where the Regions have the main responsibility, according to thereforms of the Italian Constitution (National Law No 3, October 2001, concerning Modifications of V Title of second part ofItalian Constitution) an update of the local qualification system adopting the learning outcomes approach has been launched.2 Regulation on the organisation and functioning of pre-university institutions, approved by Order of MERI no 4925/ 08.09.20053 Government Ordinance no 129/2000 on adult training4 Law no 279/2005 on work-based apprenticeshipNQF-SQF:"This project has been funded with support from33/34Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

Curricula will be redesigned according to EQF indicator and descriptors. Three-year vocational qualifications and a four-yearvocational diploma will be awarded. The higher (non-academic) professional education and training pathway (IFTS) uses anational standard system based on competences since 2000. Moreover, after the Decree of 25 January 2008, the NationalCommittee on IFTS agreed to update the standards to make them more coherent with the learning outcomes approach. Therewill be a regional supply of training courses in IFTS (one year) and a national supply of IFTS courses (two years). The one-yearcourses are already based on national standards of profiles and competence units of learning outcomes; however, they will beimplemented in accordance with the local needs. The two-year courses will soon be based on learning outcomes standards. Inacademic education (universities) the policy-makers strengthened the need to align diplomas and certificates to thecommitments of the Bologna process. In particular, the National Decree that reforms the academic system (first cycle, threeyears) and Laurea Magistrale (second cycle, two years) states that the new programmes have to be based on learningoutcomes compatible with Dublin descriptors. The enterprises involved in the reform of the university system agreed on thelearning outcomes approach, considering it very close to the labour market.In Austria the NQF development process is organised into three strands (Korridore): formal qualifications, qualificationsacquired in non-formal learning (for example in adult education institutions outside the formal education and training system)and informal learning. The policy paper (Aufbau eines Nationalen Qualifikationsrahmens in Österreich – Schlussfolgerungen,Grundsatzentscheidungen und Maßnahmen nach Abschluss des NQR-Konsultationsverfahrens, prepared by the NQF projectgroup of the Federal Ministry of Education, Arts and Culture and the Federal Ministry of Science and Research. 2009) suggestssome steps for including non-formal qualifications in the NQF. A conceptual paper will be prepared and pilot projects carriedout on how to describe these qualifications in the terms of learning outcomes. Discussion will start with all relevantstakeholders on linking validation and allocation of non-formal qualifications to the NQF and on establishing validation andquality assurance procedures.Possibilities for recognition of non-formal or informal learning outcomes in the VET system:There is no uniform legal framework and no explicit national strategy to regulate or coordinate validation and recognition ofnon- formal and informal learning in Austria. Austria’s current certification policy focuses on ‘external examination’: almost allqualifications (from the school system and dual system, but not university degrees) can be obtained without participating in therelevant programmes or courses, but not without passing the same exam (as ‘externals’) as required in the regular system.There are various possibilities to have non-formal or informal learning recognized in the Austrian VET system. Such examplesinclude:Access to education and training programmes:__Persons who want to attend a secondary vocational school on a part-time basis while working, can enter in a later schoolyear after an entry examination.__Along with graduates from various courses of study at universities, persons with relevant non-university training andprofessional experience are allowed access to CVET university courses.Admission to exams:__Exceptional admission to the apprenticeship examination: In addition to those who have completed an entire apprenticeship,people without formal training can take the final apprenticeship examination. The only requirement is that they are over 18years old and have evidence of having acquired the corresponding vocational skills and knowledge in another form; forexample, in practice (work experience) or in courses.__Since 2002, the master craftsperson examination (Meisterprüfung) is structured in modules with individual units allowed tocredit knowledge, skills and competence gained through relevant professional work experience. However, the mastercraftsperson examination has no other requirement than being over 18 years old; it no longer needs evidence of formal trainingor work experience._In theory, all subjects in all public schools (including VET schools) can be covered by ‘external examination’.__The IVET trainer examination is open to people over the age of 18.Awarding of the professional title Ingenieur:It is possible to grant the Ingenieur title that is awarded to graduates of VET colleges of engineering (HTL), based onprofessional experience of at least three years, which must include ‘specialist subject-oriented activities’Possibilities for recognition of non-formal or informal learning outcomes in the HE system:The most recent report on the implementation of the Bologna process in Austria mentions two major goals in this context:global recognition of prior learning (recommendation in the 2004 University Act) and recognition of outcomes of non-formal andinformal learning. The report mentions a ‘turnaround’ in some institutions (without naming them) that handle the recognition ofNQF-SQF:"This project has been funded with support from34/35Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

prior learning in a reasonable and uncomplicated way. However, the report also states that overall awareness of therecognition of prior learning still needs to grow. A recently published study commissioned by Universities Austria represents animportant step in this direction. This study discusses the political framework, various definitions and the selection processes atuniversities in order to prepare the ground for recommendations for APEL (accreditation of prior experiential learning) inuniversities. These recommendations include: the receiving institution should grant recognition; the students’ and graduates’profiles should reflect and relate to the universities’ aims and tasks; the underlying philosophy of competence assessmentshould be made transparent; and theoretical and educational quality criteria should be met. This study mapped the recognitionprocedure and gave further recommendations (e.g. concerning the European perspective, the role of the European UniversityAssociation, the application of validation for modules within a study course). The main challenge is seen in combining thecomplexity of the task and efficient handling of the process.(Source: Brandstetter, G. & Luomi-Messerer, K. 2010. European Inventory on Validation of Non-formal and Informal Learning2010. Draft Country Report: Austria)Some examples are described below:Access:__At universities of applied sciences, informal learning in the form of work experience is relevant for skilled workers orgraduates of vocational schools who want to get access to a study course without Reifeprüfung (upper secondary schoolleaving exam providing general entrance to HE).__Access to CVET university courses without Reifeprüfung (upper secondary school leaving exam providing general entranceto HE) can be granted to people who have relevant vocational training and long-term practice.External exams:__Universities of applied sciences have the possibility to offer specific programmes for people in employment taking intoaccount their time resources in the organisation of programmes (evening and weekend provision). Professional practice, whichis a mandatory part of the curriculum in the day form, can be waived if applicants can furnish proof of relevant professionalactivity. (Source: Tritscher-Archan, Sabine (ed.) (2009): VET in Europe. Country Report Austria. Report within the Frameworkof ReferNet Austria. Vienna, pp38.)__According to the requirements of the syllabus, it is possible to sit university course examinations, subject examinations(individual examinations on the material of a subject defined in the syllabus or curriculum) or a kommissionelle Gesamtprüfung(comprehensive examination before a commission) without previously attending a course. For subject examinations orcomprehensive examinations before a commission it is not necessary to sit parts of the examination that are already coveredby other examinations. Attendance is mandatory in courses that have an examination character (Source: Prokopp, M. & Luomi-Messerer, K. 2006. Accumulating, transferring and validating learning. Cedefop Theme 8).In the Netherlands the referencing of non formal education in NLQF will start after the formalizing of the NLQF and afterestablishing the procedures..For Malta, different aspects have to be mentioned:__access to education and training programmes;The Malta Qualifications Council obliges all public and private education providers to give access to students who demonstrateachievement in informal and non-formal learning.The University of Malta and all VET Institutes in Malta have a maturity clause which gives access to adult learners over the ageof twenty three. This however doesn’t give an automatic access the admissions board ask the applicants to sit for a formalassessment and sometimes some formal qualifications are also required to show that there is a sound academic background.The Employment and Training Corporation (ETC) has a system of trade testing so that following assessment adult learnersachieve access to particular courses depending on their level of ability. Such an assessment is also available for admission tothe Key Competences Courses at Levels 1 and 2 and on successful completion adult learners can further their education to thenext MQF Level in one of the VET institutes or can proceed to the general education route by sitting for the SecondaryEducation Certificate (SEC) examinations.The MQF is by exit point and entry requirements are always at the discretion of the education and training providers concerned.__admission to exams to acquire formal qualifications/certificates/diplomas;A new Legal Notice on the Validation of Informal and Non-Formal Learning is being drafted so that there will be the propersetup to make a formal assessment of the informal and non-formal learning. Sector Skills Council will be established so thatNQF-SQF:"This project has been funded with support from35/36Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

epresentatives of education and industry will make a formal assessment on the basis of Occupational Standards. The TradeTesting mechanism described above will be absorbed by the structure of the Sector Skills Council as there will be a single setof national occupational standards and one national Council per sector.__access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).An innovative feature of the School Leaving Certificate which was launched in October 2009 is that the transcript will not onlyshow a record of formal achievements, but it will also include a positive list of personal qualities, informal and non-formallearning. Thus at the end of compulsory education the learners will show the employer that the sixteen year old has achieved aholistic education. The School Leaving Certificate is referenced to a full MQF and EQF Level 1.All home-grown qualifications have an element of informal and non-formal learning as formal learning that takes place in classis complemented by hands-on learning. Home-grown qualifications can be either full or partial depending on the workloadtranslated into ECTS/ ECVET credits.In Spain the very recent national system for Assessment/Validation/Evaluation and Accreditation (Certification) wasestablished legally since July 2009 via Law Real Decree 1224/2009 .System Management is descentralized to each Region where regional competente bodies (Governemnt agencies linked toEducation and Labour Ministries) will undertake the task of structuring and implementing the system.It will benefit from this system Workers and Students who will be able to validate their knowledge acquired by any means(formal and non formal/ informal education). Globally the system comprehends 3 parts:1 – Previous Assessment2 – Evaluation of Competences3- Acreditation (Certification total or partial) & Registration of Professional Compence and/or Qualification.Note: A Qualification is comprised by a series of Competence Unities. Each competences unite corresponds to 1 trainingmodule and to 1 certificate. Example:Welding Qualification comprises 4 Competences Unities1 Training Module finalized = 1 Competence unity acquired =1 Certificate obtained ( partial)4 Training Module finalized = 4 Competence unity acquired = Final Certificate obtained ( total)1 Certificate is a document issued by Ministry of Labour linked entities1 Title is a document issued by Ministry of Education linked entities1 Final Certificate obtained via Ministry of Labor entities = 1 Title obtained via Ministry of Education entitiesTable 2Nonformal and informal learning in SpainAssessmentEvaluationAcreditation ( Certification Partial orTotal)WHENWHATWHYPrevious to Competences EvaluationProcessCandidate Presents documental/verbalevidences of Competences in relation tothe Qualification and the CompetencesUnities he wants obtain officialrecognitionCandidate wants to obtain a formalrecognition of his knowledge ( certificateand/or title ( total or partial)) related tocertain qualification. System needs topre-assess its knowledge to provideorientation/guidance in relation to how toundertake the evaluation processIt takes place after Assessmentin Oficial Centers for thispurpose defined by RegionalBodiesPractical and theoreticalevaluation of Competenceunities related to certainQualificationCandidate needs todemonstrate he has theknowledge and skills describedat the National QualificationCatalogue in relation to acertain QualificationEvaluation PositiveCandidate Obtains OficialRecognition of hisKnowledges and SkillsAcreditation is necessary toissue oficial recognition &registration that candidate isQualified in certainQualification and to berecognized by Ministry ofLabour and Ministry ofEducation linked entitiesthroughout the territory.EvaluationNegativeCanditadegoes back toAssessmentphaseNQF-SQF:"This project has been funded with support from36/37Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

TOOLSQualification Acreditation CallQualified Officers to undertake thecandidate pre-assessmentPre Assessment PositiveAssessement Report issued + CandidateDocuments sent to EvaluationComissionPre Assessment NegativeAssessement Report issued +Candidateinformed about complementary trainingrequired and educational center wheretraining is providedCandidate wants to undertakeevaluation anywayAssessement Report issued + CandidateDocuments sent to EvaluationComissionSource: Spanish templateDiferent methods:Job positionobservation, simulations,standard tests, personalinterviews. Group of expertevaluators comprisesEvaluation Comission.Evaluators and CandidateGuides. Necessary equipments& instalations to carry out theevaluationAn accreditation document isissued which containsseparetly the CompetencesUnities recognizedAn Accreditation is issueddetailing the competencesunities recognized. Thisdocument will provide later aCertificate ( partial/total -Ministry Labour Document)for each competence unitycandidate approved. A TotalCertificate is issued for thequalification where candidateproved to be competente inall competences unitiesevaluated.A Title ( total) is issued forthe qualification wherecandidate proved to becompetente in allcompetences unitiesevaluated. ( Ministry ofEducation Document.Registration Process:Candidate Certifications (total / partial ) and/ or Title isregistrated in a State CentralDatabase that can beaccessed by either Ministryof Labour Agencies andMinistry of EducationAgencies. This registrationwill allow both entities torecognize worker/studentqualification/certification andwill allow him to migratebetween both educationalsystems being hisknowledge convalidateautomatically between themNQF-SQF:"This project has been funded with support from37/38Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

4 Quality management / Quality assurance4.1 Forms of quality management and quality assuranceManifold and partly systematic quality efforts exist in the different segments of the Austrian qualifications system. Some aredirectly in line with European principles for quality assurance: ‘On the basis of wide public debate, a large number of projectsand pilots since the mid-1990s, quality development and quality assurance have established themselves as key educationalpolicy objectives in the school sector over the past five years. In line with the international trend, the focus in Austria has alsoshifted from central input control towards process and mainly output control. From this follow fundamental changes in theconception of control levels’ (Tritscher-Archan & Mayr [eds.] 2008, 35). Such initiatives include, for example, the initiativeQuality in Schools (Q.I.S.) or the VET Quality Initiative (QIBB).Measures used to avoid mislinkings between the NQF and the EQF:The EQF referencing process will be closely linked to the process of allocating qualifications to the Austrian NQF. Amethodological approach is being developed to support an objective and unambiguous classification of qualifications to therespective NQF levels. This approach will be presented in the “NQF Manual”. This Manual will provide support throughout theentire NQF classification process. Classifcation in the NQF is voluntary. For a qualification to be placed on the NQF it isnecessary that the authority that governs this qualification (for example the Ministry of Education or the Ministry of Economics)applies for it.Romanian Agency for Quality Assurance in Pre-university Education (ARACIP) was set up by Expeditious Ordinance no 75 /2005; the Agency is responsible for the external evaluation of the quality of education provided by pre-university educationinstitutions and by other education providers, as well as for the authorisation, accreditation and regular evaluation of preuniversityeducation institutions. The same ordinance provided for the setting up of the National Agency for QualityAssurance in Higher Education - ARACIS whose mission is to perform external evaluation of the quality of education providedby higher education institutions and by other providers of initial and continuing education and training programmes specific tohigher education. Quality assurance in education is learning outcomes-oriented. Quality in education is assured through thefollowing processes:NQF-SQF:"This project has been funded with support from38/39Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."

Figure 8Matrix for NQF for Higher Education in RomaniaSource: Romanian template"This project has been funded with support from the EuropeanNQF-SQF:Commission. This publication reflects the views only of the39/40author, and the Commission cannot be held responsible for anyOverview of National Qualification frameworksuse which may be made of the information contained therein."prepared by 3s research laboratory

__Planning and effective achievement of expected learning outcomes;__Results monitoring;__Internal evaluation of results;__External evaluation of results;__Continuing improvement of results in education.A National Group for Quality Assurance was created to promote and develop specific instruments for qualityassurance in vocational education and training (VET); GNAC intends to support the application at national level ofthe European Common Quality Assurance Framework in VET - CQAF. GNAC includes representatives of ARACIP,NCTVETD, NATB as well as of the two ministries involved in education and training policies: MERI and MLFPSwhich intend to adopt a national quality assurance framework.__Planning and effective achievement of expected learning outcomes;__Results monitoring;__Internal evaluation of results;__External evaluation of results;Continuing improvement of results in education.A National Group for Quality Assurance was created to promote and develop specific instruments for qualityassurance in vocational education and training (VET); GNAC intends to support the application at national level ofthe European Common Quality Assurance Framework in VET - CQAF. GNAC includes representatives of ARACIP,NCTVETD, NATB as well as of the two ministries involved in education and training policies: MERI and MLFPSwhich intend to adopt a national quality assurance framework.Speaking about Malta, the level rating of qualifications to the MQF is considered as a quality assurancemechanism. Only foreign qualifications which are mutually recognised can be incorporated in a protocol whereforeign awarding bodies are represented in Malta. Home-grown qualifications must satisfy number of standardsby filling in a standard application form which includes the learning outcomes and has to be approved by MQC andby an independent evaluator representing a Designated Authority or an academic/professional expert if no suchauthority exists.When a protocol is signed between MQC and the public or private education and training providers the level ratedqualifications are listed in the Malta Register of Regulated Qualifications which is available on the MQC website.This Register shall eventually evolve into a Database with the learning outcomes and details of all regulatedqualifications.The level of difficulty of any home-grown qualification is confirmed after consulting the EQF and MQF leveldescriptors.In the Netherlands the process of referencing is carefully planned. It started with an advise how to develop andimplement EQF in the Netherlands, including the pitfalls and the problem areas. This advise is the basis of thedevelopment, which started with the development of the conceptual framework. Experts from the educationalsectors participated in the development of the conceptual framework. Consultation rounds and the possibility tocomment on the draft are planned to avoid mislinkings. After the setting of the NLQF a National Coordination Pointwill be responsible for the scaling of qualifications.The National Table/Committee in Italy revealed the need of involve a Quality Reference Point to avoid mislinkingsbetween the NQF and the EQF and for the link with the EU guidelines, but nothing has been yet developed.In Germany it is to early to answer this question – no activites are going on in this fields at the momentThe levels of the formal qualifications of the DQR are consistent with the EQF. This means you cannot refer atraining course in Volleyball to level 5 (this was an example showed by Malta) But as descriptors are hermeneuticcategories the whole referencing process can not be proved (validated) in terms of validity and reliablity.In France the RNCP takes into account very carefully the quality of the process for construction of the certificationand The methodology for drawing up vocational certifications and external analysis by outside organizationsconstitute the quality criteria for the register."This project has been funded with support from theNQF-SQF:European Commission. This publication reflects the views40/41only of the author, and the Commission cannot be heldOverview of National Qualificationresponsible for any use which may be made of theprepared by 3s research laboratoryinformation contained therein."frameworks

Certifications issued in the name of the French StateThe certifications produced by the ministries and created in accordance with the recommendations made byconsultative bodies bringing together the organizations representing employers and employees are entitled to belisted in the RNCP. The diplomas and qualification documents for vocational purposes as issued by the FrenchState and in its name are drawn up by consultative vocational committees that bring together all the socialpartners to create and update the various certifications They are made up of representatives of the employers,employees, public authorities and qualified persons, and they are divided up into the main fields of economicactivity. Their members issue recommendations concerning the opportunity of creation, renovation or deletion of adiploma, and subsequently on the contents of the registers.Diplomas of higher education issued in the name of the French StateThe entitlement to registration concerning national diplomas of higher education stems from the fact that theFrench State guarantees them via the evaluation and approval procedures. The educational, training or diplomaprojects drawn up by the establishments are evaluated by various national bodies such as Agency for evaluationof research and higher education (AERES) and Engineering certification committee (CTI which are members ofthe ENQA, the European network for quality assurance in higher education.For private and sectoral certifications, there is a specific procedure of registration "on request"..In the French approach quality assurance about qualifications is based on two main axes:__coherence with the social and economic needs.. Qualitative and quantitative enquiries are done by specificinstitutions such as CEREQ in order to verify the real impact of the qualifications__coherence of engineering between the standards and the assessment procedures. That means that thecombination of activities and competencies aimed by the qualification permits the definition of LO and theorganization of assessment with appropriate criteriaQuality of the French training systemThe French education system is highly centralised. The Ministries of Education and Agriculture recruits, appointsand allocates all staff (teaching, administrative and supervisory), decides on curricula, timetables, diplomas andexamination procedures and all matters related to ensuring a suitable level of education. Private schools recruitdirectly their own staff but the curricula and examination procedures are supervised by the government. Theschool system is assessed by the regional director of education, recteurs. Administrative marks are given, whichhave an influence on the careers of those concerned. The school system itself is evaluated by generalinspectorates, reporting directly to their Ministry, when the diplomas involved are governed by the Ministries ofNational Education and Agriculture. The general inspectors take part in evaluating the school system as a whole,in particular the secondary schools. The quality of the working conditions in enterprises in ensured by Labourinspectors, reporting to the ministry in charge of labour.Apprenticeship is evaluated by specific "apprenticeship inspectorates", inspecteurs de l'apprentissage,reportingdirectly to their regional authority. These inspectors have vocation to evaluation of management, educationalmethods, foundings. The quality of the working conditions in entreprises is ensured by Labor inspectors, reportingto the Ministry in charge of Labour.In the higher education system, a National Evaluation Committee (AERES) on Public Scientific, Cultural andVocational Establishments, an independent authority, is responsible for examining and assessing all undertakingscarried out by the universities, schools and teaching establishments governed by the Ministry in charge of HigherEducation. It assess the quality of research and education, training for instructors, continuing training, personnelmanagement, student admission and integration, integration into the local community, and national andinternational prestige.In Spain the assessment of the general educational system with regard to non university courses is carried out bythe Ministry for Education and Science through the National Institute for Assessment and Quality of the EducationSystem. (INECSE). The competencies in this organism is to evaluate the degree of adquisition of minimumteaching established by the different levels, cycles and levels in the education system; carry out research, studiesand assessment of the system; assess the general reform of the system, such as the struchure, standard reachedand results of the innovations introduced; develop a state system of pointers which allow for the assessment of thelevel of efficiency for the different courses and their centres; offer and exchange information with the educationalAdministrations to facilitate decision making; inform different sectors of society on the working and results of theeducational system; publish and distribute the results of the assessments carried out, and inform on the"This project has been funded with support from theNQF-SQF:European Commission. This publication reflects the views41/42only of the author, and the Commission cannot be heldOverview of National Qualificationresponsible for any use which may be made of theprepared by 3s research laboratoryinformation contained therein."frameworks

innovations in the assessment process. Also a proposal of initiatives and suggestions which could contribute to theimprovement of the quality of teaching and state co-ordination in international studies.In 1995, instigated by the advisory boards of Universities, the National Assessment Plan of the UniversityStandards was set up. Its objectives are to promote the institutional assessment of quality in the educationalenvironment, research and university management organization; develop homogeneous methodologies andcommon basic criteria for the assessment of compatible quality with the practise in force in the European Union,and give objective information to society, as well as to the educational Administrations and the University advisoryboards, which can serve as a base for making decisions.Non university educationThe assessment units in the different autonomous communities collaborate with INECSE in the differentassessment activities of the Spanish educational system, these units are in charge of assessing the educationalsystem in their area. The LOCE has established that the Ministry of Educationa and Science, through INECSE,and in collaboration with the Autonomous Communities, and within the general assessment framework of theeducational system, will develop general assessments of diagnostics on areas and subjects. These assessmentsare carried out, in any case, in Primary and Compulsory Secondary Education and the basic material of thecurricula will be discussed. For the moment the development of this measure has not been approved yet.Assessment of the educational centres is two-fold: internal assessment, carried out by the teachers themselves,and external evaluation, carried out by specialists in assessment, normally by Education Inspectors. In any casethe Autonomous Communities are in charge of determining and getting a plan of action going in the managementareas, all of which have the same objectives and basic characteristics. The norms indicate that the educationalAdministrations should develop plans to assess the educational public function, the function of Management andEducation Inspection. The norm indicates that the educational Administration should develop plans to evaluatethe function of the public education, management function and education inspection.University EducationIn 2001 the II Quality Plan of Universities was approved over a six year period with institutional assessmentprojects. The Plan adopts a mixed model of recognised assessment used in the international univsersity systems,which takes into consideration an internal revision process (self assessment) together with external assessment(assessment in pairs). The University Advisory Board develops an annual report in which the results of the Planare collected globally. Some Autonomous Communities have created Assessment Agencies in the Universitywhich is coordinated with the National Assessment Plan. This is the case of Andalusia, with its own unit for theQuality of Andalusian Universities. (UCUA); Cataluña with the Quality Agency for the University System (AQ); theQuality Agency for the University System in Galicia, and in Castilla and León, the Agency for the Quality of theuniversity system. On the other hand you have the assessment of the university professors, in which you mustdistinguish between the assessment of teaching and research. As an external mechanism of assessment of thequality of the university system, the Organic Law of Universities created a National Agency for Assessments andCredits(ANECA). The latter assesses both teaching and research, academic and management, as well as theservices and university programmes.NQFThe law 5/2002, June 19th of Qualifications and VET dedicated its chapter IV to quality and VET systemevaluation. Th evaluation of the national system of VET aims to guarantee the efficacy of its actions and itsadequacy to the labour market. Processess evaluation establishment and coordination is Central Governmentresponsability, under previous consultation to the General Committe for VET without predjudice of regionalcompetences.Romania implemented an institution concerned with assuring quality in higher education which is called ARACIS.4.2 Strengths and weaknesses of the NQFs and their influences on the referenceability to the EQFSpeaking about the NLQF in the Netherlands, the following strengths can be identified:__MBO-2 and HAVO/VWO have a the status of ‘start qualification’. This includes that the after vmbo a pupil has toattain a mbo certificate at at least level 2 or a HAVO certificate. A student with a vmbo KB or vmbo GL/TL"This project has been funded with support from theNQF-SQF:European Commission. This publication reflects the views42/43only of the author, and the Commission cannot be heldOverview of National Qualificationresponsible for any use which may be made of theprepared by 3s research laboratoryinformation contained therein."frameworks

certificate may start in a mbo 3 or 4 qualification. In the EQF/NLQF framework vmbo KB and mbo 2 are situated atEQF2/NLQF3. Vmbo GL/TL is situated at EQF2/ NLQF4. This implies the decision that EQF2 will be the__One of the discussions in VET is that some level 4 qualifications tend to the level of the short cycle. Thediscussion has been: how can this stated. What features make it a level 5 qualification, what does it mean ininernational terms?__Another discussion is how to act in case of unbalance between countries? The NCP’s should fulfill an importantrole in this.__In future the NLQF can be used as a instrument in the Adult Education Survey (AES) monitoring the results ofLife Long Learning. A mentioned weakness of the AES is the focus on training less than half a year. Formallearning and workplace learning isn’t included.__NLQF is seen as an instrument in LLL, like APL.The scaling of non formal learning in NLQF will make the qualifying results of non-formal education more visible.This effects the accessibility and the possibilities to move on between formal and non formal education andtraining . It makes the education results more visible for employers. And it will make the qualification results alsomore visible for employees. Which can be stimulating. It’s can also be stimulating for people who have difficultieswith formal learning.NRTO (v/h PAEPON- the organisation which represents the non formal education centres): will perform at leastthree pilots in different sectors in the next years. In order to gain recognition of sector specific sector certificates inthe NLQF in an unambigious way and to make visible the effects of non formal education on qualification results(f.i. raising a level).The strengths of the Austrian NQF are formulated as followed:__Development is based on a top-down and bottom-up approach.__Development process is coordinated by the Federal Ministry for Education, Arts and Culture (bm:ukk) and theFederal Ministry for Science and Research (bm:wf).__Stakeholder involvement in all phases of the NQF development: important strength of the Austrian NQFdevelopment process lies in its involvement and engagement of a broad range of stakeholders (representing allsubsystems of education and training as well as the social partners); recognising different and sometimesconflicting views of the stakeholders on the role of the NQF.__Scientific expertise has been involved from the very beginning: consortium of external experts (representinghigher, vocational and adult education), providing scientific expertise for the development of the NQF.__Intense discussions, increasing importance of orientation towards learning outcomes and the implementation ofcorresponding instruments (such as the educational and vocational standards) lead to a rethinking process at alllevels and in all areas of the qualifications system.Malta gives the following strengths and weaknesses of its NQF:Strenghts:The fact that the level descriptors of the NQF are also referenced to the Qualifications Framework for theEuropean Higher Education Area (QF-EHEA) and distinguish between the following types of skills makes the leveldescriptors more user-friendly and less generic:__Applying Knowledge and Understanding;__Communication Skills;__Judgmental Skills; and__Learning SkillsThis strength does not influence the reference capacity to the EQF as all the categories of Skills of the MQF arereferenced to the Skills section of the EQF.Weakness:As originally launched in 2007 the MQF did not give qualifications a credit value to the level rated qualifications,thus this meant that only full qualifications can be referenced to the MQF. However, following demand fromstakeholders particularly students and education and training providers including employers MQC felt that thisneed to acknowledge partial qualifications translated in ECTS credits should be addressed. Therefore thisweakness was transformed into a challenge to give value to all learning and reduce the number of dead-endqualifications. In December 2010 the Malta Qualifications Council will launch a consultation document entitled:“Classifying Qualifications: A National Awards System Referenced to the Malta Qualifications Framework: a"This project has been funded with support from theNQF-SQF:European Commission. This publication reflects the views43/44only of the author, and the Commission cannot be heldOverview of National Qualificationresponsible for any use which may be made of theprepared by 3s research laboratoryinformation contained therein."frameworks

proposal”. Through the use of credits persons with special needs particularly those with mental disability aremotivated to achieve partial qualifications at MQF Levels 1 and 2.Through the use of ECTS and ECVET credits there will be more harmonisation in Education in Europe. Users ofqualifications will be using the same language and the EQF will be functioning as a real bridge between thedifferent education systems across Europe and beyond.__Have you already identified any mislinkings between qualifications within the NQF and the EQF? If so, pleasedescribe briefly?__Which strengths and which weaknesses do you see concerning the NQF? In what way do thesestrengths/weaknesses influence the?In Italy the establishment of the NQF is a very important national issue to give individuals a transparent way toobtain qualifications and to progress in their careers. However, it is still very complex and ambitious. The law thatreformed Title V of the Constitution (2001) made this process even more complicated in the complexity of therelationships between the State and the Regions (some regions are working to establish their own regionalqualifications systems). This reform, combined with the autonomy of several stakeholders (autonomy of theregional authorities in regulating training; autonomy of universities and schools; autonomy of the enterprises inoffering ‘qualifications’ in the workplace, etc.) created a difficult situation to manage.The stakeholders involved are aware of the fundamental importance of a national system that should constitutethe ‘real infrastructure’ for different educational and labour market policies.Language differences and use of coherent concepts across sectors and stakeholders cause some challenges.Recently introduced education and training reforms gave an indication that Italian VET and HE systems areincreasingly being aligned with the European objectives on transparency and comparability expressed by Bolognaprocess and the EQF.Spain has the following main strengths:__Unification of VET system which run previously in 2 ways one ruled by Ministry of Education and other ruled byMinistry of Labour. Now both are referenced by a Unified national qualification catalogue and recognized eachother qualifications pathways.__Permeability between formal VET education system, VET system ( non formal education) amd UniversitySystem.Main weaknesses:__Central National Qualification Catalogue update is still slow in relation to changes of the labour market andtechnology.__NQF is not integrated in SQF__Homologation and Recognition at University Level is still a lengthy and bureaucracy process.In what way do these strengths/weaknesses influence the referenceability to the EQF?The fact that EQF is already referenced at NQF VET level is a very positive aspect since this part of NQF hasbeen implemented quickly on daily educational procedures. However the usage of the EQF level itself as amobility tool is rather poor or even inexistent at the moment.As far University level the process is not straightforward yet even among EU countries. This hinders one of themain targets of EQF: free movement of workforce throughout Europe. This hinders also the attraction andpermanence of Talent in Europe, which is crucial for Economic Development and have positioning Europe behindUnited States, Canada and Australia."This project has been funded with support from theNQF-SQF:European Commission. This publication reflects the views44/45only of the author, and the Commission cannot be heldOverview of National Qualificationresponsible for any use which may be made of theprepared by 3s research laboratoryinformation contained therein."frameworks

Annexes1. Template form for deliverable 8 “Overview of National Qualification frameworks”2. Templates “Overview of National Qualification frameworks” filled in by the partners contributing toWorkpackage 3:Overview of National Qualification frameworks in AustriaOverview of National Qualification frameworks in RomaniaOverview of National Qualification frameworks in FranceOverview of National Qualification frameworks in ItalyOverview of National Qualification frameworks in MaltaOverview of National Qualification frameworks in GreeceOverview of National Qualification frameworks in the NetherlandsOverview of National Qualification frameworks in Spain"This project has been funded with support from theNQF-SQF:European Commission. This publication reflects the views45/46only of the author, and the Commission cannot be heldOverview of National Qualificationresponsible for any use which may be made of theprepared by 3s research laboratoryinformation contained therein."frameworks

1. Template form for deliverable 8 “Overview of National Qualificationframeworks”Template for an overview of NQFsWork package 3:Referenceability of National Qualification FrameworksDescription of the Work packageAccording to the reasons they were set up and to the historical changes they might have undergone,National Qualification Frameworks differ considerably in terms of objectives and types of design. Inorder to create Europe-wide mutual trust it is therefore crucial to describe the way of referencingNational Qualification Frameworks to the EQF in a transparent way. If this is properly undertaken, thisimplies more than only delivering formally understandable descriptions of relationships. Descriptions ofreference should enable to exclude mislinkings of qualifications to EQF-descriptors, thus preventing thatlearning results of qualifications from different countries are considered identical where this is not thecase. This purpose can be more or less supported by the way how National Qualification Frameworksare structured and designed which, of course, predefines to a certain extent the way of referencing aNQF to the EQF. In order to provide for better comparability of qualifications, it makes therefore senseto investigate NQFs according to this criterion, and derive from this analysis suggestions ofenhancement.Aims__investigating, how NQFs are structured and designed, particularly how they are referencing to theEQF__3srl will collect the templates and will give a summarizing overview on the results__The results will be integrated into a typology of NQFsDeadlines for DeliverablesPlease finalize the template (max. 5 pages) until November 15 th , 2010.Results will be sent out until January 20 th , 2011.Feedback of the partners on the overview will then be requested until February 10 th , 2011Contact WP Leader:3srl, Sigrid Nindl, +43/1/5850915-36, nindl@3s.co.at3srl, Viktor Fleischer, +43/1/5850915, fleischer@3s.co.atMethodologyDesk research; if appropriate: expert interviewsAs basis for your research, the following document can be referred to:“The development of national qualifications frameworks in Europe” (Cedefop, August 2010)http://www.cedefop.europa.eu/EN/publications/16666.aspx(Members of the project “EQF Predict” partly also may take informations into account, which theyprovided via the template for WP2/Deliverable 12 in this project – if so, please actualize it.)Page 1/1

Responsibilities in work package 3Partner Country Short-name Role and tasks in WP 3P3- AT 3srl Coordinate WP activitiesDesigning and interpretingDeliver information about situation in home countryP6- RO ACPART Contribution to all elements of this workpackageResponsible for del. 11P8- FR CREDIJ Contribution to all elements of this workpackageP9- IT Politecnico Contribution to all elements of this workpackageP11- MT Malta Contribution to all elements of this workpackageP10 EL Yeppth Contribution to all elements of this workpackageP12- NL Kenniscentrum Contribution to all elements of this workpackagePlease answer the following questions:1 Structure and levels of NQFFor countries that already have an NQF or plan to introduce an NQF:__ How many levels does/will the NQF have?__ What kind of descriptors are/will be used (learning outcomes, dimensions)?__ Are the same descriptors used for all qualifications/sectors?__ Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency,coherence), a focus on regulating the existing system (quality, accountability) or a focus ontransforming system (new standards and new provision)?__ Are there already revisions of the NQF planned?For countries that don’t plan to introduce an NQF:__Are there plans to implement the EQF? If so, please describe.2 Segments of the educational system__ Which segments of the educational system are differentiated in your country (e.g. GeneralEducation, Vocational schools / dual system 1 , VET, Higher Education, Adult Education)? Pleasegive a short survey in note form.1 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two differentsites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocationalPage 2/2

3 Referencing the EQF__ Which tools are used to create an interface to EQF?__ How are interfaces between the NQF and the EQF defined? How is it managed? How are learningoutcomes from EQF accredited in the NQF? How are qualifications from an education abroadgenerally accredited? Who is responsible for those definitions and accreditation?__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within theformal education and training system for easing access to education abroad?Please describe those briefly.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessinglearning outcomes from non-formal/informal learning? e.g.:__ access to education and training programmes;__ admission to exams to acquire formal qualifications/certificates/diplomas;__ access to other forms of validation or transfer of learning in order to obtain a formalqualification (partial or full).Please describe those briefly.4 Quality management / Quality assurance__ Which forms of quality management / quality assurance do exist? Which measures are used to avoidmislinkings between the NQF and the EQF?__ Have you already identified any mislinkings between qualifications within the NQF and the EQF? Ifso, please describe briefly.__ Which strengths and which weaknesses do you see concerning the NQF? In what way do thesestrengths/weaknesses influence the referenceability to the EQF?Page 3/3

2. Templates “Overview of National Qualification frameworks” filled in bythe partners contributing to Workpackage 31 Structure and levels of NQFTemplate for an overview of NQFs in AustriaWork package 3:Referenceability of National Qualification FrameworksFor countries that already have an NQF or plan to introduce an NQF:__ How many levels does/will the NQF have?The Austrian NQF will – according to current plans – be composed of eight levels, with levels 6 to 8being divided into a ‘Bologna-strand’ and into a ‘non-Bologna-strand’. Bachelor-, Master- and PhDdegreeswill be classified on the basis of the Dublin descriptors, while qualifications outside the Bolognaarchitecture will follow the NQF descriptors. The number of levels is sufficiently distinctive andcorresponds well to the main characteristics of the Austrian qualifications system.__ What kind of descriptors are/will be used (learning outcomes, dimensions)?The EQF descriptors, based on knowledge, skills and competence, will form the basis for theclassification of qualifications to the Austrian NQF. Therefore, the EQF referencing process will beclosely linked to the process of allocating qualifications to the Austrian NQF.Austria will not develop its own descriptors but rather provide explanations/details/specifications to theEQF descriptors from the perspective of the Austrian qualification landscape. These explanations shouldmake the EQF descriptors more ‘tangible’ and should facilitate the classification. Further more,‘reference qualifications’ will be classified in order to better illustrate the requirements of a level (toillustrate the learning outcomes associated with each level – kind of ‘corner stones’ for allocating otherqualifications).Further information about the learning outcomes approach in Austria:Austria is moving to strengthen the learning outcome approach across education and training as it willbe central to the positioning of qualifications onto the NQF. Many qualifications are already learningoutcome oriented, but the approach has notbeen applied consistently across all sectors and institutions. Some current activities include:In 2005, the Federal Ministry of Education, Arts and Culture launched a project to develop educationalstandards for core subject areas in general education and in VET. The educational standards for VETschools and colleges define ‘content’ (subject and knowledge areas and topics with specified goals),‘action’ (cognitive achievements required in the particular subjects) and personal and socialcompetences related to the respective field. Four competences are described:(a) subject-matter competence;(b) methodological competence;(c) social competence (communication competence, competence to cooperate and interact);(d) personal competence (being able to steer own actions by self-motivation and self-control).

In March 2009, the General Directorate for VET of the Federal Ministry of Education, Arts and Culturestarted a project on “curriculum design – learning outcomes orientation” which aims to integrateeducational standards in VET curricula.In apprenticeship (dual system), the training regulation is issued for each profile by the Federal Ministryof Economics. It consists of the occupational competence profile (Berufsprofil) with related activitiesand work descriptions, and job profile (Berufsbild) with knowledge and skills to be acquired byapprentices. The Lehrabschlussprüfung (final apprenticeship examination) is to assess whether thecandidate has acquired the necessary skills and competences for entry to qualified work. It comprises atheoretical and a practical test. Master craftsperson examinations (for manual trade vocations) andexaminations to prove the respective competence (for other regulated trades) are organised by theeconomic chambers in the Länder.In higher education a qualification profile, describing the expected learning outcomes (and definitionsof learning outcomes) for each module, was introduced by the University Act (Universitätsgesetz) in2002, but implementation differs between HE institutions. Universities of Applied Science offer practiceoriented HE and are more oriented towards learning outcomes but have not implemented the approachsystematically – a project has been commissioned to strengthen learning outcomes orientation in thisarea.__ Are the same descriptors used for all qualifications/sectors?Bachelor-, Master- and PhD-degrees will be classified on the basis of the Dublin descriptors, whilequalifications outside the Bologna architecture will follow the NQF descriptors:__ Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency,coherence), a focus on regulating the existing system (quality, accountability) or a focus ontransforming system (new standards and new provision)?The Austrian NQF will focus on transparency (of the qualifications system) and orientation and will notbe an instrument of regulation. This means that there will be no entitlements linked with a levelclassification of a qualification – neither in terms of access to qualifications placed on higher levels, norin terms of salary classification.__ Are there already revisions of the NQF planned?In Austria, the NQF development is still work in progress. Currently, the definition of criteria for theNQF classification, of the classification procedure and the NQF governance structure are beingdeveloped. The results of this work will enter into an NQF Manual. This Manual will provide supportthroughout the entire NQF classification process. Moreover, it will also give information on the mainactors/bodies involved in NQF matters (governance structure) and stipulate their tasks.

Another important question that is being looked into at present is connected to the legal status of theNQF. A working group dealing with legal aspects was set up at the Ministry of Education. It is workingout a proposal of whether and, if so, which legal framework should be given to the NQF. The proposalwill be presented at the next meeting of the NQF Steering Group in January 2011.The time schedule for the next steps in the NQF development process foresees that the proposedprocedure for classifying qualifications in the NQF (i.e. the criteria and procedure described in the abovementioned manual) will be tested in the first semester of 2011 (by “simulating “ classifications ofselected qualifications. The concrete procedure will also be decided at the next NQF Steering Groupmeeting.All qualifications – irrespective of the focus (general education qualifications and VET qualifications)and the learning context (for example initial VET or continuous VET) – will be classified to theNQF. Due to the complexity of the NQF development process and the fact that different ministries,departments and stakeholders need to be involved it was decided to work on the ‘formalqualification area’ (comprising qualifications that are based on legal regulations, i.e. laws,directives, etc.) and the ‘non-formal qualification area’ separately. Although, for qualifications fromboth areas, the same classification principles will apply in the end, the starting situation, regardingstakeholders in charge and governance principles, differs. Thus, working groups deal with thequestions attached to both areas separately.Other open questions and challenges include:- Communication between the different segments of the qualifications system;- Question whether and to which extent the NQF should be used to support national reforms;- Relation with EHEA (Bologna process): Good cooperation will be needed to establishconditions for better progression possibilities between different subsystems;- Allocation of qualifications to the NQF level - open questions, e.g. the issues of partialqualifications or parts of qualifications, how to understand and apply the principle of best fit(clear classification of existing qualifications is difficult in many cases because the genericdescriptors of the EQF are underdetermined and do not allow a perfect fit), procedures andoperational structures;- Can all qualifications of the same types be allocated to the same levels?- Questions relating to the learning outcomes approach in terms of concepts and sound assessmentmethodologies and tools. Central questions: how to balance outcome orientation and inputfactors? And: Are learning outcomes to be implemented in a coherent way across differentsubsystems (general, VET and HE)?- Integration of qualifications acquired in non-formal learning contexts and validation of nonformalin informal learning in the NQF development; issue of equivalences of qualificationsacquired in different learning contexts;- Further involvement of stakeholders to strengthen ownership and commitment (the need toengage and include education and training providers and universities); the challenge is to findagreements within a justifiable time period in view of the different interests and objectives.

For countries that don’t plan to introduce an NQF:__Are there plans to implement the EQF? If so, please describe.2 Segments of the educational system__ Which segments of the educational system are differentiated in your country (e.g. GeneralEducation, Vocational schools / dual system 1 , VET, Higher Education, Adult Education)? Pleasegive a short survey in note form.Primary school (Grundschule) (ages 6 to 10)General secondary school (Hauptschule) (ages 10 to 14)● Within certain limits, each school may develop its own special profile (e.g. languages, music, art anddesign, sports, science, ecology, computer science, etc.).● In addition, there are special types with a sports or music and arts bias.Special school (Sonderschule) (ages 6 to 15)Special schools comprise eight grades, or nine if polytechnic schools or a career preparation year aretaken into account. They comprise ten different branches. Students receive a basic education fromspecially trained teachers who use methods tailored to meet the child’s individual requirements; thisschooling is designed to prepare the student for career training or further education.Polytechnic school (Polytechnische Schule) (ages 14 to 15)Polytechnic schools can be attended after the eighth school grade and comprise only one grade. In theninth, or a voluntary tenth school year, students are prepared for later life and especially for a careerwith more in-depth general education classes, career orientation and basic vocational training. Anorientation period at the start of the school year and career orientation as the basic goal of all coursescreate numerous opportunities for students to become familiar with working life.Model test “New Middle School” (Neue Mittelschule)The goal of models tests with the new middle school is to provide a joint school for all 10- to 14-yearolds that is open to all students who have completed the fourth grade in primary school.Academic Secondary School (Allgemein bildende höhere Schule)The academic secondary school comprises a four-year lower level and a four-year upper levelterminating in the Reifeprüfung (matriculation exam), which is an entrance exam for university, highertechnical college, post-secondary college and academies.Special types:● Allgemeinbildende höhere Schulen (academic secondary schools) with an arts or sports bias andaptitude test● Aufbaugymnasium (language bias) and Aufbaurealgymnasium (science bias) (in some cases withtransition stage; fifth to eighth form):● Gymnasium, Realgymnasium and Wirtschaftskundliches Realgymnasium für Berufstatige (science,mathematics or homeeconomics bias and schools for working people): evening or longdistance classes,duration eight semesters1 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two differentsites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocationalschool for apprentices [“Berufsschule”]. Thus, apprenticeship training is also referred to as “dual vocationaltraining system” or as “dual system”.

● AHS für sprachliche Minderheiten (academic secondary school for language minorities – Slovenian,Croatian, Hungarian)● Werkschulheim (trades and crafts bias): Academic secondary school offering training in a trade orcraft, currently for carpentry, mechatronics and electronics (fi rst to ninth grade); located inEbenau/Salzburg and the Vienna Evangelical Gymnasium.● Gymnasium and Realgymnasium with extensive foreign language instruction (in some cases pilotprojects), e.g.: Theresianum, Europagymnasium, Realgymnasium with four required foreign languages(details available from provincial school boards)Compulsory Vocational Schools (Berufsbildende Pflichtschulen)In extra-occupational comprehensive courses, compulsory vocational schools teach apprentices basictheory while they train in their trade. They supplement and enhance incompany training and generaleducation. Instruction at a vocational school may be organized in any of the following ways: throughoutthe year, i.e. at least one full school day or at least two half school days per week; this may either bebased on the apprenticeship, i.e. at least eight weeks solid, or by time of year, i.e. an instruction blockfor a specific period of the year. The wide variety of organizational forms is the result of an agreementbetween industry and the school authorities and takes the requirements of individual sectors and regionsinto account. Close co-operation between all those involved in vocational training at different centres oflearning is one of the key factors behind the success of the dual system. A modern vocational trainingrequires close links between theory and practice, between tuition at a vocational school and industrialpractice.Integrated vocational training is offered both as an apprenticeship with an extended period of training(extension for one or at most two years) and as career training, which leads to partial qualifications.With the partial qualification option, the student has the possibility of undergoing a specially-tailoredtraining in which the individual skills and aptitude and the individual needs of the student can be met.The training location is the company or special independent training institutions as well as vocationalcolleges (obligation or right to attend a vocational college).Intermediate Technical and Vocational Schools (BMS or Berufsbildende mittlere Schulen)Students attend BMS for one to four years. Students at such colleges with a one- or two-year curriculumreceive partial vocational training, whilst those at colleges with a three- or four-year curriculum receivefull vocational training. After completing at least a three-year curriculum at a medium-level secondarytechnical and vocational college, students can take continuation courses (three years) to pass the ReifeandDiplomprüfung (matriculation and diploma exam). There are also special types of technical postmatriculation courses for graduates of some four-year schools.The most important types of medium-level secondary technical and vocational colleges● Technische, gewerbliche and kunstgewerbliche Fachschulen (medium-level industrial, trade and craftscolleges; mostly fouryear courses)● Handelsschule (medium-level secondary commercial college; three-year courses)● Other commercial colleges: two- or three-year clerical and electronic data processing colleges, andthree-year training courses for schools for computer science specialists● Fachschule fur wirtschaftliche Berufe (medium-level secondary college for occupations in the foodand beverage industry; threeyear courses)● Wirtschaftsschule (medium-level secondary home-economics college; one- or two-year courses)● Fashion school (three-year courses)● Hotelfachschule, Tourismusfachschule, Gastgewerbefachschule (medium-level secondary colleges forhotel management, tourism, catering; three-year courses)● Fachschule für Sozialberufe (medium-level secondary college for social workers): three-yearFachschule für Sozialberufe (school for social workers), Schule für Sozialdienste (school for socialservices, two years)● Land- und forstwirtschaftliche Fachschulen (medium-level secondary ag-ricultural and forestrycolleges; length of training between two and four school years)● Schulen für Gesundheits- und Krankenpfl ege (schools for health and nursing services, age ofadmission 16 or 17).

Secondary Technical and Vocational Colleges (BHS or Berufsbildende höhere Schulen)In addition to providing in-depth general education, over a period of fi ve years berufsbildende höhereSchulen (BHS) give students an advanced vocational train-ing, culminating in a Reife- orDiplomprüfung (matriculation or diploma exam). This entitles them to admission to university, highertechnical colleges and post-secondary colleges. Universities and higher technical colleges are requiredby law to give students credit for specialized knowledge acquired by BHS graduates.Once they have worked in their fi eld for three years, graduates of most höhere technische and höhereLand- and forstwirtschaftliche Lehranstalten (higher-level secondary industrial, agricultural and forestrycolleges) may apply to the Federal Ministry of Economics and Labour or the Federal Ministry ofAgriculture, Forestry, Environment and Water Management for authorization to use the professionaltitle of "lngenieur".The most important higher-level secondary technical and vocational colleges:● Höhere technische and gewerbliche Lehranstalten (higher-level secondary industrial and tradecolleges)● Höhere Lehranstalt für Mode, für künstlerische Gestaltung, für Produktmanagement und Präsentation,Modedesign und Produktgestaltung (higher-level secondary college for fashion, artistic design, productmanagement and presentation, fashion design and product design)● Höhere Lehranstalt für Tourismus (higher-level secondary college for tourism)● Handelsakademie (higher-level secondary commercial college)● Höhere Lehranstalt fur wirtschaftliche Berufe (higher-level secondary college for occupations in thefood and beverage industry)● Höhere Lehranstalt für Land- und Forstwirtschaft: (higherlevel secondary college for agriculture andforestry)● Bildungsanstalt für Kindergartenpädagogik (kindergarten teacher-training college)● Bildungsanstalten for Sozialpädagogik (teacher-training colleges for social education)Educational Courses after MatriculationThe qualification for admission is Reifeprüfung (matriculation exam), Berufsreifeprüfung (vocationalmatriculation examination) or an entrance examination.Kollegs (specialised post matriculation courses): These are two-year full-time (or two to three-yearpart-time) advanced level vocational courses equivalent to higher-level technical and vocationalcolleges.Post-secondary colleges● Training 1: Public and private post-secondary colleges train teachers for positions at primary schools(including pre-school), general secondary schools and special schools, as well as polytechnic colleges.● Training 2: Some public post-secondary colleges train teachers for positions at vocational colleges,for technical/trade areas of specialization, for the specializations of design and nutrition, and to teachinformation and communication at BMS or BHS colleges.● Training 3: The college of agricultural and environmental pedagogy offers training for positions atagricultural and forestry vocational colleges and technical colleges as well as for positions in agricultureand environmental studies at higher agricultural and forestry colleges.● Training 4: Private pedagogic colleges and several private institutions train religious instructionteachers (Catholic, Evangelical, Old Catholic, Orthodox, Eastern Orthodox, Islamic, Jewish) atcompulsory schoolsUniversities of Applied Sciences (Fachhochschulen)Scientifi cally grounded vocational training with a strong practical orientation (usually one semester ofvocational experience). The following types of courses are currently offered:● Diplomstudien (diploma courses): generally last 8 semester (4 years) and conclude with the academictitle of "Mag. (FH)” or “Dipl.-Ing.(FH)”. Diploma courses are gradually being replaced by Bachelor’scourses or continuation study on Master’s courses.● Bachelorstudien (bachelor’s degrees): generally last 6 semesters (3 years) and conclude with theacademic title of “Bachelor”. In some subjects, particularly in the area of social work and healthservices, graduating also entitles you to practise the relevant vocation (e.g. social worker,physiotherapist).

● Masterstudien (master’s degrees): are a continuation of bachelor's courses, and are designed primarilyfor the purpose of obtaining an additional scientifi c grounding; they generally last 4 semesters (2 years)and conclude with the academic title of "Master”.● Austrian technical universities currently offer training courses in the fi elds of design - art, technology,engineering, social sciences, economics, military/national defence, natural sciences and healthcarescience. Technical university courses are also open to students with relevant vocational qualifi cationswithout matriculation (usually with an admission examination).University courses● Diplomstudien (diploma courses):● Bachelor’s and Master’s courses:● Doctoral courses:Schools for part-time students and tertiary educationAdults who have already embarked upon careers or have concluded their vocational training have thepossibility of obtaining relevant educational qualifications as part-time students taking evening classes.Part-time students can choose between academic secondary schools and medium- and higher-levelsecondary technical and vocational colleges, consolidation courses, specialised post matriculationcourses and post-secondary colleges. Universities and technical universities also offer fur-ther educationcourses: the latter also offer technical university courses for parttime students.Adult educationAcademic and vocational courses and programmes are offered by institutes of adult education sponsoredby the Ministry of Education, such as colleges of further education, vocational colleges, institutes foreconomic development, denominational institutions and a number of other regional non-profitinstitutions for adult education.One of the main purposes of adult education is to allow students to gain qualifications not obtainedearlier by taking adult classes in the form of “second-chance education”. Institutions offering adulteducation give interested students the opportunity of attending courses in preparation for thematriculation examination, the school-leaving certifi cate, the university entrance examination or thevocational matriculation examination (in some instances examinations may be taken in stages).3 Referencing the EQF__ Which tools are used to create an interface to EQF?The EQF descriptors will form the basis for the classification of qualifications to the Austrian NQF.Therefore, the EQF referencing process will be closely linked to the process of allocatingqualifications to the Austrian NQF.__ How are interfaces between the NQF and the EQF defined? How is it managed? How are learningoutcomes from EQF accredited in the NQF? How are qualifications from an education abroadgenerally accredited? Who is responsible for those definitions and accreditation?It is planned to draw up the report on the referencing of the Austrian NQF to the EQF in the course of2011.Key actors in the NQF development process are the Ministry of Education, Arts and Culture (bmukk)and the Ministry of Science and Research (bmwf). These ministries head the so-called NQF SteeringGroup, in which members of all ministries, the social partners and the Laender are represented. Thisgroup will also be the decision making body for the EQF referencing report.It is planned to discuss the draft Austrian EQF referencing report with the NQF Steering Group whichcompromises stakeholders from different sectors and different parts of the qualifications system.

OeAD (Österreischischer Austauschdienst, Austrian agency for international cooperation in educationand research) was designated the national coordination point (NCP) in March 2010. It will beresponsible for developing a home page on NQF and should become the main information desk forcitizens and institutions. One of the tasks of the NCP is to support the EQF referencing process; concreteactivities have not been planned so far.The Austrian EQF referencing report will be presented as one report but it will be developed in twoparts. The Austrian NQF will comprise of eight levels, with levels 6 to 8 being divided into a ‘Bolognastrand’and into a ‘non-Bologna-strand’. Bachelor-, Master- and PhD-degrees will be classified on thebasis of the Dublin descriptors, while qualifications outside the Bologna architecture will follow theNQF descriptors. Therefore the bmwf is responsible for preparing relevant information related to the‘Bologna-strand’ and the bmukk will cover all other areas.Both ministries have commissioned external experts for writing the report and will coordinate theprocess together.The work has been supported by the EQF test and pilot projects, notably the Leonardo da Vinci ‘EQF-Ref: Referencing process – Examples and proposals.The definition of criteria for the NQF classification, of the classification procedure and the NQFgovernance structure will be published in an NQF Manual, which will be included in the Annex.The Manual address the following issues:- How do qualifications have to be structured and described to be ‘NQF-classifiable’?- What information has to be provided when applying for classification?- What criteria have to be met for the classification on a particular level?- Which steps have to be taken when applying for classification?- Who are the stakeholders involved in the NQF process and what are their tasks?- Which implications does a classification have?A template has been prepared for presenting qualifications that should be classified in the NQF. Theproposed template asks for providing arguments for allocating a qualification to a certain level. Theargumentation will have to be based on the EQF descriptors and the above mentioned Austrianexplanations/details/specifications and could additionally be based on:- Relation to other qualifications from the same learning or working area or to similarqualifications already classified- International comparison (e.g. transnational agreements on mutual recognition ofqualifications, European projects etc.)- Further „indicators“ (e.g. statistical information on status of qualification holders on the labourmarket or their income, ratio of self-employed persons, numbers of start-ups, sizes ofenterprises, unemployment rate of holders of the qualification, results ofgraduate surveys, classifications used in collective agreements)__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within theformal education and training system for easing access to education abroad?Please describe those briefly.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessinglearning outcomes from non-formal/informal learning? e.g.:

__ access to education and training programmes;__ admission to exams to acquire formal qualifications/certificates/diplomas;__ access to other forms of validation or transfer of learning in order to obtain a formalqualification (partial or full).Please describe those briefly.The NQF development process is organised into three strands (Korridore): formal qualifications,qualifications acquired in non-formal learning (for example in adult education institutions outside theformal education and training system) and informal learning. The policy paper (Aufbau eines NationalenQualifikationsrahmens in Österreich – Schlussfolgerungen, Grundsatzentscheidungen und Maßnahmennach Abschluss des NQR-Konsultationsverfahrens, prepared by the NQF project group of the FederalMinistry of Education, Arts and Culture and the Federal Ministry of Science and Research. 2009)suggests some steps for including non-formal qualifications in the NQF. A conceptual paper will beprepared and pilot projects carried out on how to describe these qualifications in the terms of learningoutcomes. Discussion will start with all relevant stakeholders on linking validation and allocation ofnon-formal qualifications to the NQF and on establishing validation and quality assurance procedures.Possibilities for recognition of non-formal or informal learning outcomes in the VET system:There is no uniform legal framework and no explicit national strategy to regulate or coordinatevalidation and recognition of non- formal and informal learning in Austria. Austria’s currentcertification policy focuses on ‘external examination’: almost all qualifications (from the school systemand dual system, but not university degrees) can be obtained without participating in the relevantprogrammes or courses, but not without passing the same exam (as ‘externals’) as required in the regularsystem.There are various possibilities to have non-formal or informal learning recognized in the Austrian VETsystem. Such examples include:Access to education and training programmes:_Persons who want to attend a secondary vocational school on a part-time basis while working, canenter in a later school year after an entry examination._Along with graduates from various courses of study at universities, persons with relevant nonuniversitytraining and professional experience are allowed access to CVET university courses.Admission to exams:_ Exceptional admission to the apprenticeship examination: In addition to those who have completed anentire apprenticeship, people without formal training can take the final apprenticeship examination. Theonly requirement is that they are over 18 years old and have evidence of having acquired thecorresponding vocational skills and knowledge in another form; for example, in practice (workexperience) or in courses._Since 2002, the master craftsperson examination (Meisterprüfung) is structured in modules withindividual units allowed to credit knowledge, skills and competence gained through relevantprofessional work experience. However, the master craftsperson examination has no other requirementthan being over 18 years old; it no longer needs evidence of formal training or work experience._In theory, all subjects in all public schools (including VET schools) can be covered by ‘externalexamination’._The IVET trainer examination is open to people over the age of 18.Awarding of the professional title Ingenieur:

It is possible to grant the Ingenieur title that is awarded to graduates of VET colleges of engineering(HTL), based on professional experience of at least three years, which must include ‘specialist subjectorientedactivities’Possibilities for recognition of non-formal or informal learning outcomes in the HE system:The most recent report on the implementation of the Bologna process in Austria mentions two majorgoals in this context: global recognition of prior learning (recommendation in the 2004 University Act)and recognition of outcomes of non-formal and informal learning. The report mentions a ‘turnaround’ insome institutions (without naming them) that handle the recognition of prior learning in a reasonableand uncomplicated way. However, the report also states that overall awareness of the recognition ofprior learning still needs to grow. A recently published study commissioned by Universities Austriarepresents an important step in this direction. This study discusses the political framework, variousdefinitions and the selection processes at universities in order to prepare the ground forrecommendations for APEL (accreditation of prior experiential learning) in universities. Theserecommendations include: the receiving institution should grant recognition; the students’ andgraduates’ profiles should reflect and relate to the universities’ aims and tasks; the underlyingphilosophy of competence assessment should be made transparent; and theoretical and educationalquality criteria should be met. This study mapped the recognition procedure and gave furtherrecommendations (e.g. concerning the European perspective, the role of the European UniversityAssociation, the application of validation for modules within a study course). The main challenge isseen in combining the complexity of the task and efficient handling of the process.(Source: Brandstetter, G. & Luomi-Messerer, K. 2010. European Inventory on Validation of Non-formaland Informal Learning 2010. Draft Country Report: Austria)Some examples are described below:Access:_At universities of applied sciences, informal learning in the form of work experience is relevant forskilled workers or graduates of vocational schools who want to get access to a study course withoutReifeprüfung (upper secondary school leaving exam providing general entrance to HE)._Access to CVET university courses without Reifeprüfung (upper secondary school leaving examproviding general entrance to HE) can be granted to people who have relevant vocational training andlong-term practice.External exams:_Universities of applied sciences have the possibility to offer specific programmes for people inemployment taking into account their time resources in the organisation of programmes (evening andweekend provision). Professional practice, which is a mandatory part of the curriculum in the day form,can be waived if applicants can furnish proof of relevant professional activity. (Source: Tritscher-Archan, Sabine (ed.) (2009): VET in Europe. Country Report Austria. Report within the Framework ofReferNet Austria. Vienna, pp38.)_According to the requirements of the syllabus, it is possible to sit university course examinations,subject examinations (individual examinations on the material of a subject defined in the syllabus orcurriculum) or a kommissionelle Gesamtprüfung (comprehensive examination before a commission)without previously attending a course. For subject examinations or comprehensive examinations beforea commission it is not necessary to sit parts of the examination that are already covered by otherexaminations. Attendance is mandatory in courses that have an examination character (Source: Prokopp,M. & Luomi-Messerer, K. 2006. Accumulating, transferring and validating learning. Cedefop Theme 8).

4 Quality management / Quality assurance__ Which forms of quality management / quality assurance do exist? Which measures are used to avoidmislinkings between the NQF and the EQF?Forms of quality management / quality assurance in the Austrian qualifications system:Manifold and partly systematic quality efforts exist in the different segments of the Austrianqualifications system. Some are directly in line with European principles for quality assurance: ‘On thebasis of wide public debate, a large number of projects and pilots since the mid-1990s, qualitydevelopment and quality assurance have established themselves as key educational policy objectives inthe school sector over the past five years. In line with the international trend, the focus in Austria hasalso shifted from central input control towards process and mainly output control. From this followfundamental changes in the conception of control levels’ (Tritscher-Archan & Mayr [eds.] 2008, 35).Such initiatives include, for example, the initiative Quality in Schools (Q.I.S.) or the VET QualityInitiative (QIBB).General Education:VETHigher EducationCVET/Adult EducationMeasures used to avoid mislinkings between the NQF and the EQF:The EQF referencing process will be closely linked to the process of allocating qualifications to theAustrian NQF. A methodological approach is being developed to support an objective and unambiguousclassification of qualifications to the respective NQF levels. This approach will be presented in the“NQF Manual”. This Manual will provide support throughout the entire NQF classification process.Classifcation in the NQF is voluntary. For a qualification to be placed on the NQF it is necessary thatthe authority that governs this qualification (for example the Ministry of Education or the Ministry ofEconomics) applies for it.__ Have you already identified any mislinkings between qualifications within the NQF and the EQF? Ifso, please describe briefly.NQF development process is still ongoing: qualifications have not been classified in the NQF so far andthe NQF has not been referenced to the EQF so far.__ Which strengths and which weaknesses do you see concerning the NQF? In what way do thesestrengths/weaknesses influence the referenceability to the EQF?- Development is based on a top-down and bottom-up approach.- Development process is coordinated by the Federal Ministry for Education, Arts and Culture(bm:ukk) and the Federal Ministry for Science and Research (bm:wf)..

- Stakeholder involvement in all phases of the NQF development: important strength of theAustrian NQF development process lies in its involvement and engagement of a broad range ofstakeholders (representing all subsystems of education and training as well as the socialpartners); recognising different and sometimes conflicting views of the stakeholders on the roleof the NQF.- Scientific expertise has been involved from the very beginning: consortium of external experts(representing higher, vocational and adult education), providing scientific expertise for thedevelopment of the NQF.- Intense discussions, increasing importance of orientation towards learning outcomes and theimplementation of corresponding instruments (such as the educational and vocational standards)lead to a rethinking process at all levels and in all areas of the qualifications system.

Template for an overview of NQFs in RomaniaWork package 3:Referenceability of National Qualification Frameworks1 Structure and levels of NQFFor countries that already have an NQF or plan to introduce an NQF:__ How many levels does/will the NQF have?Romania is among the EU member states which do not have yet a National QualificationsFramework, but are currently working on the development and implementation of suchframework. An eight-level reference structure reflecting EQF will be proposed.However, a National Qualifications Framework for Higher Education (NQFHE) is developedand defined within a strategic project coordinated by National Agency for Qualifications inHigher Education and Partnership with the Economic and Social Environment – ACPART 1called “Development of an Operational System of Qualifications in Higher Education inRomania – DOCIS” which started in November 2008 and will finish in October 2011.The structure of the National Qualifications Framework for Higher Education is based on 3levels of qualifications obtained upon completion of university studies:- Bachelor university studies, corresponding to level 6 of the European QualificationsFramework (EQF);- Master’s university studies, corresponding to EQF level 7;- Doctoral university studies, corresponding to EQF level 8.__ What kind of descriptors are/will be used (learning outcomes, dimensions)?Level descriptors are being developed, defined in terms of learning-outcomes that includecomponents of knowledge, skills and competence.Level descriptors for HE has been already developed in line with QF-EHEA and EQFand approved. Each qualification is defined by means of learning outcomes expressed in termsof professional and transversal competences developed during the respective cycle ofuniversity studies. NQFHE capitalize on the descriptors of the overarching framework forqualifications in the European Higher Education Area for the Bachelor, Master’s and Doctoratelevels. They are generic descriptors based on which both professional competences(descriptors from 1 to 5) and transversal competences (descriptors from 6 to 8) are analysedand described.The generic descriptors are explained through level descriptors for each learningoutcome, for each type of competence and for each qualification level.The level descriptors indicate expected activities, outcomes and performances for eachqualification level. They allow for the description of qualifications and, at the same time,formulate the necessary landmarks for the assessment of the competences level.1 According to the Emergency Ordinance of the Government no. 74/ 2010 and the GD no. 885/ 2010, the National Agencyfor Qualifications in Higher Education and Partnership with Economic and Social Environment - ACPART is abolishedand by the merging withTheTechnical Secretariat of the National Council for Qualifications and Adult Training becamethe Executive Unit of the National Council for Qualifications and Adult Training.

There is already a Methodology on the development and implementation of NQFHEwhich was amended and finally approved by the Order of the Minister of Education in June2009 2 which includes a NQFHE matrix reflecting an integrative approach of higher educationqualifications and it provides two perspectives for the analysis: vertical and horizontal (Annex1).Eight generic level descriptors have been identified:(a) Knowledge, understanding and use of specific languages;(b) Explanation and interpretation;(c) Application, transfer and problem-solving;(d) Critical and constructive reflection;(e) Creativity and innovation;(f) Autonomy and responsibility;(g) Social interaction;(h) Personal and professional development.__ Are the same descriptors used for all qualifications/sectors?Except the NQFHE, there have not been defined yet the descriptors for the otherqualifications or sectors, however all professional qualifications in Romania are expressed interms of learning outcomes. For initial training programmes (IVET), the learning outcomes aredescribed by the vocational training standards (SPP), and for adult training the learningoutcomes are described by the occupational standards (SO).__ Define the NQF’s typology: Does it have a focus on coordinating the existingsystem (transparency, coherence), a focus on regulating the existing system(quality, accountability) or a focus on transforming system (new standards andnew provision)?There are concerns for transparency and consistency in the NQF, but few things are reallyconcrete, although in HE the process is quite advanced.The Romanian NQFHE is focused on restructuring and improving the higher education systemand remapping the entire system according to the labour market requirements.NQFHE is sole instrument to determine the qualifications structure and ensure nationalrecognition as well as international comparability and compatibility of qualifications acquiredwithin the higher education system.Through the NQFHE all learning outcomes acquired within the higher education system(Bachelor, Master’s and Doctorate cycles) can be recognised, measured and related andcoherence of certified qualifications and awards is ensured.__ Are there already revisions of the NQF planned?It is not the case for the NQF, but for HE, at the end of 2011, when the project DOCIS will finish,it is provided the first revision of the Methodology to achieve NQFHE.For countries that don’t plan to introduce an NQF:__Are there plans to implement the EQF? If so, please describe.IT IS NOT THE CASE2 Segments of the educational system2 http://www.acpart.ro/uploads/Fisiere/OM_CNCIS.pdf

__ Which segments of the educational system are differentiated in your country (e.g.General Education, Vocational schools / dual system 3 , VET, Higher Education, AdultEducation)? Please give a short survey in note form.Currently, education in Romania is structured according to 5 levels of qualification whichhave as reference regulations of International Labour Office (ILO) – ISCO 88 COM, at EU level(Decision of European Council 85/368/EEC). Romania maintains this five-level system,although it is in the process of restructuring it to encompass all levels of educationalachievement 4 .Current structure of the Romanian educational system includes.A. Pre-university education- pre-school education (nursery schools and kindergartens): addressing children from 3-6/7years of age, includes the compulsory pre-primary class (preparatory group, 5-6-yearolds)- primary education: grades I – IV- secondary education: lower~ Gymnasium (grades V – VIII)~ Lower-secondary education – 1 st cycle of high-school or School of Arts andTrades, grades IX – X, or vocational education upper~ Upper-secondary education – 2 nd cycle of high-school (grades IX – XII / XIII),preceded, as appropriate, by the completion yearB. Post-secondary education and trainingThe pre-university education and the post-secondary education assure also the initialtechnical and vocational education and training (ITVET) organized in:1. Lower-secondary education2. Upper-secondary educationITVET is organized through two training routes:• The direct route, also called the technological high school, which includes:- the lower cycle, grades 9-10, leading to non-certifiable competences in threeprofile: natural resources and environmental protection, technical andservices;- upper cycle, grades 11-12, leading to the award of qualifications level 3(ISCED);• The progressive route, called professional route, which includes:- the lower cycle, grades 9-10, school of arts and trades, leading to the award ofqualifications level 1 (ISCED);- grade 11, completion year, leading to the award of qualification certificate,level 2 (ISCED); this is at the same time a bridge to the next qualificationlevel;3 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two different sites:company-based training of apprentices is complemented by compulsory attendance of a part-time vocational schoolfor apprentices [“Berufsschule”]. Thus, apprenticeship training is also referred to as “dual vocational trainingsystem” or as “dual system”.4 This year (2010), the Romanian Government adopted a new Law of Education which was submitted to the RomanianParliament in order to assume responsibility. This law is not yet in force, but it provides the Romanian education reform inaccordance with the present needs of the Romanian society.

- upper cycle, grades 12-13, organised in technological high schools, leading tothe award of qualification certificate, level 3 (ISCED).3. Post-secondary education- post high school – which is a specialised training route of 1-3 years duration,leading to the award of competence certificate, level 3 advanced (ISCED);- the foremen school is post high school education providing professional trainingof foremen for technical and vocational education and for economy; this leads tothe award of competence certificate, level 3 advanced (ISCED).• Higher education- University educationRomanian higher education is structured on three cycles: Bachelor - usually three years (except Medicine, Pharmacy, Law,Architecture etc.) Master – two years• Doctorate – three years with the possibility of prolonging the duration by oneyear.- Post-university education• Adult EducationQualifications acquired outside the formal educational system are awarded upon completionof training programmes organised by training providers for IVET and CVET.3 Referencing the EQF__ Which tools are used to create an interface to EQF?__ How are interfaces between the NQF and the EQF defined? How is it managed? Howare learning outcomes from EQF accredited in the NQF?The timing for the referencing to the EQF has yet to be fixed, but preparations have started.The National Qualifications Authority, the National Agency for Quality Assurance in HigherEducation and the National Agency for Quality Assurance for Pre-university Education (IVET)are working within their level of competence. The national steering group for referencing has yetto be decided.__How are qualifications from an education abroad generally accredited? Who isresponsible for those definitions and accreditation?Qualifications obtained abroad are recognised by the National Centre for Recognitionand Equivalence of Diplomas, authority within Ministry of Education.Pre-university diplomas and certificates obtained abroad are recognised either or byapplying knowledge tests/equivalence examinations/adaptation periods/study periods, dependingon the differences between the Romanian and the respective foreign system.Higher education diplomas, certificates or scientific degrees obtained abroad arerecognised after NCRED has acknowledged that the studies undertaken abroad are compatiblewith the study programme or qualifications in Romania, in terms of:• status of higher education institution issuing the diploma/certificate/degree• diploma level• number of study years/credits accumulated• study field• profile• specialisation

• curriculum/ workload /Diploma Supplement• professional qualification (Diploma Supplement)In case of major differences, compensatory actions may be proposed.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices existwithin the formal education and training system for easing access to education abroad?Please describe those briefly.The Ministry of Education, Research, Youth and Sports, through the Agency of Loansand Scholarships manages various financing programs for stages of study or research abroad.The target group is the young people who intend to pursue bachelor university studies, master orPhD or postgraduate research/ specialization abroad and who meet the eligibility requirementsfor the type of scholarship they wish to apply for. The Agency of Loans and Scholarshipsmanage the following types of scholarships for study or research abroad:o Scholarships established by GD. no. 697/1996, as amended by GD. no. 533/1998o Scholarships offered by other countries under bilateral cooperation agreements orunilaterallyo Scholarships for postgraduate and postdoctoral research and training "Vasile Parvan" atRome's Accademia di Romania and Nicolae Iorga at Istituto Romeno di Ricerca eHumanistic Culture in Venice, established by GD no. 101/2002o Scholarship for postgraduate study abroad "Theodor Aman" for the fine arts, established byGD no. 861/2003o Scholarships "Titu Maiorescu" for stages of Master’s university studies / PhD or researchabroad for training of specialists in fields of interest of the European Union, established byGD no. 1212/2008o The special scholarship of the Government, established by Law no.15/ 2004These scholarships are aimed at certain categories of people who are Romanian citizens andprove knowledge of foreign languages necessary for training. It can apply to those who benefitfrom these scholarships. Applicants benefiting from these scholarships can be those who:• belong to an educational or research institution under the Ministry of Education, Research,Youth and Sports, such as students from the XII grade, post-graduates, doctors, medicalresidents, holding teachers, researchers;• are established artists and members of the field in Romania (UAP) or staff employed in publicinstitutions and authorities and other public institutions in Romania.The categories of persons who are eligible for a scholarship are specified in the Regulation fororganizing and holding national stock exchange approved type (www.roburse.ro - Typesscholarships).In Romania, there is also the National Agency for EU Programmes in Education andTraining under the Ministry of Education, Research, Youth and Sports, which was designated asexecuting agency for the new community programs for Lifelong Learning, Youth in Action andErasmus Mundus, thus facilitating access to the European alternatives and active lifelonglearning of the education and training institutions and of the interested persons.___What, if any, legal regulations and measures/mechanisms/tools/methods/practices existforaccessing learning outcomes from non-formal/informal learning? e.g.:__ access to education and training programmes;__ admission to exams to acquire formal qualifications/certificates/diplomas;

__ access to other forms of validation or transfer of learning in order to obtain a formalqualification (partial or full).Please describe those briefly.National Adult Training Board (NATB) deals with CVT and IVET organised in non-formalor informal contexts. Thus, a person who was already initiated in a qualification may continuehis/her training by following an improvement, specialisation or retraining course delivered byproviders authorised by NATB. In compulsory education it was developed a system for therecognition of basic education within the frame of the “Second Chance” Programme 5 . Anotheroption in such cases is to follow training courses by means of work-based apprenticeship toobtain a qualification 6 . Work-based apprenticeship includes either theoretical and practicaltraining or only practical training 7 .Validation of informal and non-formal learning has to date mostly been available in nonacademicsectors. Some efforts have been made to bridge VET and higher education.With regards to recognition of non-formal /informal learning (RNFIL), there is a practicalguide for schools which might participate to this recognition as authorised centres for theassessment and certification of professional competences. This authorisation is granted byNATB, as authority for adult training. When schools start activating as assessment centres, thosewho want formal recognition of the competences they acquired in non-formal/informal contextswill undertake the assessment process leading to this certificate.4 Quality management / Quality assurance__ Which forms of quality management / quality assurance do exist? Which measures areused to avoid mislinkings between the NQF and the EQF?__ Have you already identified any mislinkings between qualifications within the NQF andthe EQF? If so, please describe briefly.__ Which strengths and which weaknesses do you see concerning the NQF? In what way dothese strengths/weaknesses influence the referenceability to the EQF?Romanian Agency for Quality Assurance in Pre-university Education (ARACIP) wasset up by Expeditious Ordinance no 75 / 2005; the Agency is responsible for the externalevaluation of the quality of education provided by pre-university education institutions and byother education providers, as well as for the authorisation, accreditation and regular evaluation ofpre-university education institutions. The same ordinance provided for the setting up of theNational Agency for Quality Assurance in Higher Education - ARACIS whose mission is toperform external evaluation of the quality of education provided by higher education institutionsand by other providers of initial and continuing education and training programmes specific tohigher education. Quality assurance in education is learning outcomes-oriented. Quality ineducation is assured through the following processes:o Planning and effective achievement of expected learning outcomes;o Results monitoring;o Internal evaluation of results;o External evaluation of results;o Continuing improvement of results in education.5 Regulation on the organisation and functioning of pre-university institutions, approved by Order of MERI no 4925/08.09.20056 Government Ordinance no 129/2000 on adult training7 Law no 279/2005 on work-based apprenticeship

A National Group for Quality Assurance was created to promote and develop specificinstruments for quality assurance in vocational education and training (VET); GNAC intends tosupport the application at national level of the European Common Quality Assurance Frameworkin VET - CQAF. GNAC includes representatives of ARACIP, NCTVETD, NATB as well as ofthe two ministries involved in education and training policies: MERI and MLFPS which intendto adopt a national quality assurance framework.

Annexe 1

1 Structure and levels of NQFTemplate for an overview of NQFs in FranceWork package 3:Referenceability of National Qualification Frameworks__How many levels does/will the NQF have? Define the NQF’s typology: Does it have a focus oncoordinating the existing system (transparency, coherence), a focus on regulating the existingsystem (quality, accountability) or a focus on transforming system (new standards and newprovision)?French NQF levels(approuved decision from «permanent groupfor the vocational training and social promotion”(1969, march 21 st )LEVELS DEFINITIONS COMMENTSVStaff occupying jobs normally requiring alevel of training equivalent to that of brevetd'études professionnelles (BEP) or that ofcertificate d’aptitude professionnelle(CAP), and that of certificat de formationprofessionnelle des adultes (CFPA) (CFPA)of first degree .This level corresponds to a full qualification forthe exercise of a well-defined occupation withthe ability to use instruments and relatedtechnology. This activity is mainly a work ofperformance which can be autonomous withinthe limits of the techniques which are linked toit.IVStaff occupying jobs of control or highlyskilled worker who can attest to a levelequivalent to that of the Brevet Professional(BP), the brevet de technicien (BT), thebachelor's degree (general or technologic)Qualification level IV requires more knowledgethan the previous level. This activity involvesmainly technical work which can be executedindependently and / or the worker can havesupervisory responsibilities (control) andcoordination reponsabilitiesIIIStaff occupying jobs that normally requirethe level of training of diploma ofUniversity Institutes of Technology (DUT)or brevet de technicien supérieur (BTS) orend of first cycle higher education.Qualification Level III corresponds to theknowledge and ability of a higher level, withoutincluding the knowledge linked to thefoundations of the scientific fields. The requiredskills and knowledge allow to ensure theresponsibilities of design and / or supervisionand / or management, with autonomy andindependenceIIIStaff occupying jobs normally requiring alevel comparable to that of a “licence” or“maitrise”Staff occupying jobs normally requiring abetter level than the one concerning the“maitrise”.This level of qualification involves the scientificfoundations of the profession, generally leadingto autonomy in the exercise of this occupationIn addition to a stated knowledge of thescientific basis of an occupation, qualificationlevel I requires the mastery of design or researchprocesses.Source CNCP (National commission for vocational certifications)Page 1/1

But since 2002 a new classification is used for Higher Education with the 3 levels linked to degrees (inFrench Licence, master Doctorat) which are integrated to this grid. A project of a new integrative grid isin progress actually to be applied to the whole NQF.__ What kind of descriptors are/will be used (learning outcomes, dimensions)?The descriptors which have to be used in the NQF are very closed to the 3 EQF descriptors. But suchdescriptions are very new and though a great invest was done to escape from training programme, all theawarding bodies did not completely succeeded to reach such goal especially in universities area. :__ Are the same descriptors used for all qualifications/sectors?In theory yes, but there are no levels linked to sectoral qualifications.For all the qualifications the same grid is applied to provide information about the learning domainsdescribed in terms of 96 general academic and professional fields (NSF (Nomenclature des Spécialitésde Formation)For countries that already have an NQF or plan to introduce an NQF:__ Are there already revisions of the NQF planned? If so, please describe.YesPage 2/2

2 Segments of the educational system__ Which segments of the educational system are differentiated in your country (e.g. GeneralEducation, Vocational schools / dual system 1 , VET, Higher Education, Adult Education)?Please give a short survey in note form.There are many systems of qualification in France if we consider that a qualification refers to the actwhich consists in evaluating the skills of an individual against a “standard” defining the nature of thoseskills, the criteria used to assess the possession of those skills, the methods of evaluation and the actorscompetent to evaluate.In 2002, the Law of January 17 allowed the creation of a National Vocational Qualifications Repertory(repertoire national des Certifications Professionnelles – RNCP) to make an official inventory of all thequalifications delivered in France corresponding to this definition. In addition, to be included in, thequalification must proposed certification process concerning formal, non formal or informal learning,and especially a specific procedure named « validation des acquis d’expérience » (VAE) for the nonformal and informal learning recognition.Three kinds of qualifications are defined to be registered:- qualifications delivered by the ministry of Education and 6 other ministries which have specificcommittee composed by representatives of the State and the social partners in chargespecifically of agriculture, culture (only for some qualifications), employment, health, socialaffairs, youth and sports)- qualifications delivered by sectoral branches and decided through a social partners agreement- qualifications delivered by other ministries, public or private institutions or chambers ofcommerce.All the segments of educational French system (VET for young people and adults, Higher Education,sectorial qualification…) are integrated in the NQF.3 Referencing the EQF__ Which tools are used to create an interface to EQF?The CNCP ‘National commission for vocational certifications) is the main actor :Created by the Social Modernization Act No. 2002-73 of January 17, 2002, the National Commissionof professional certification is under the authority of the Minister responsible for vocational training.Its mission:− Inventory professional qualifications in the national directory of professional certifications :(RNCP)− Inform people and companies on qualifications and certifications listed in the RNCP and onthe certifications recognized in the European community,− Ensure coherence, complementarity and renewal of diplomas and qualifications and theiradaptation to changes in qualifications and work organization,− Give public advice before the creation of new professional qualifications to be registered in theRNCP,− Achieving public assessment of vocational qualification certificates,1 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two differentsites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocationalschool for apprentices [“Berufsschule”]. Thus, apprenticeship training is also referred to as “dual vocationaltraining system” or as “dual system”.Page 3/3

− Make recommendations to institutions elaborating new vocational certifications− Report any total or partial possible matches between certifications registered in the directory,and other certifications including European ones− Develop a new classification of levels of certification in relation to jobs.− Develop a new classification of levels of certification in relation to jobs.− Validate or propose levels of certifications on the NQFUnder the authority of his President, the CNCP is works with a specialized committee, a permanentsecretariat and a network of regional correspondents.It contributes to international work on transparency of qualifications.The Repertory (RNCP) thus represents a reference tool for all stakeholders involved in the employmenttrainingrelationship at a national and international level, both for the general public and for enterprises.__ How are interfaces between the NQF and the EQF defined? How is it managed?All the vocational certifications listed in the RNCP must possess a level in the French list to enable acorrespondence with the EQF to be established.The correspondence between the French list and the European framework is established using aconversion table elaborated by the members of the CNCP. For higher education certifications, theimplementation of the LMD process is taken into accountFor certifications issued in the name of the French State, each certifying legal authority (such asministries...) is responsible for its positioning on the national level. For certification registered uponrequest, the CNCP proposes the level on NQF.__ How are learning outcomes from EQF accredited in the NQF?There is No transcription from EQF to NQF (?)__ How are qualifications from an education abroad generally accredited? Who is responsible forthose definitions and accreditationThere is no automatic accreditation except for some regulated profession or international agreement-Enic Naric is the referent structure which is involved in the process of recognition for individuals.The ENIC-NARIC France is the French information centre for the academic and professionalqualifications referencing.−−−It draws up certificates of referencing of study levels for foreign qualificationsIt provides information on the procedure for obtaining recognition of French qualificationsabroadIt provides information on the procedures to follow in order to work in a regulated professionThe recognition is linked to the purpose of the demand studying? working ?If studying Enic-Naric +each school or university decide to recognize (or not to recognize) thediploma that the student has shown in order to continue his studies.Page 4/4

If working :- The profession is regulated:The ministry in charge of regulatory, through the transposition of Directive 2005/36, tells theworker the conditions that allow him to practice in France- The profession is not regulated:Each company decides to recognize (or not to recognize) the diploma__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist withinthe formal education and training system for easing access to education abroad? Please describethose briefly.Institutional actors (branches organizations, Regional councils…), National Leonardo Agency are themain institutional bodies who can fund mobility projects, easing access to education abroad.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist foraccessing learning outcomes from non-formal/informal learning? e.g.:__ access to education and training programmes;VAE = validation of acquired skills (through experience) any level to acquire directly part of ortotal diplomaVAP = validation of vocational skills (as a worker) to acquire part of a diploma to get access tocontinuous training at UniversityDAEU = diploma to access studies at University (access to higher education without the“baccalauréat”).__ admission to exams to acquire formal qualifications/certificates/diplomas;Candidature libre (free candidature at exams)__ access to other forms of validation or transfer of learning in order to obtain a formalqualification (partial or full).Please describe those briefly.VAE = validation of acquired skills (through experience)By focusing on the validation of the learning outcomes through the deliverance of a "qualification", andno longer on training, the emphasis is now about the demonstration of the achievements of learningformal; non formal or informal after experience as well as after training.VAE provides all or part of a professional certification based on experience, as salaried employee, selfemployed(craftsman, farmer ...) and/or volunteer (association, trade-unions...) and / or voluntary, orelective activity, if the targeted certification refers directly to the related experience.See:- www.wae.gouv.fr- http://www.education.gouv.fr/cid1106/la-validation-des-acquis-de-l-experience-vae.html- http://www.francevae.fr/VAP = validation of vocational skills (as a worker, to validate part of a diploma to go on or get accessto studies in “continuous training” at University)Page 5/5

La Validation des Acquis Professionnels (VAP) : this procedure (under law of 1985) can give access tothe preparation of a degree for which the lower-level qualification is not held by the candidate.DAEU (Diplôme d'accès aux études universitaires = diploma for access to University)Le D.A.E.U. gives the same rights as the baccalauréat, especially in terms of access to higher education..The D.A.E.U. is for people who interrupted their studies without a baccalauréat diploma and who wantto:- go to university (higher education training) in the purpose of getting back to work in a bettercontext ;- acquire a degree enabling them to pass exams for which the baccalaureat is a pre-requisite, asthey don’t get it- obtain a diploma certifying their level of general culture.4 Quality management / Quality assurance__ Which forms of quality management / quality assurance do exist? Which measures are used toavoid mislinkings between the NQF and the EQF?__ Have you already identified any mislinkings between qualifications within the NQF and theEQF? If so, please describe briefly.__ Which strengths and which weaknesses do you see concerning the NQF? In what way do thesestrengths/weaknesses influence the referenceability to the EQF?The RNCP takes into account very carefully the quality of the process for construction of thecertification and The methodology for drawing up vocational certifications and external analysis byoutside organizations constitute the quality criteria for the register.Certifications issued in the name of the French StateThe certifications produced by the ministries and created in accordance with the recommendations madeby consultative bodies bringing together the organizations representing employers and employees areentitled to be listed in the RNCP. The diplomas and qualification documents for vocational purposes asissued by the French State and in its name are drawn up by consultative vocational committees thatbring together all the social partners to create and update the various certifications They are made up ofrepresentatives of the employers, employees, public authorities and qualified persons, and they aredivided up into the main fields of economic activity. Their members issue recommendations concerningthe opportunity of creation, renovation or deletion of a diploma, and subsequently on the contents of theregisters.Diplomas of higher education issued in the name of the French StateThe entitlement to registration concerning national diplomas of higher education stems from the fact thatthe French State guarantees them via the evaluation and approval procedures. The educational, trainingor diploma projects drawn up by the establishments are evaluated by various national bodies such asAgency for evaluation of research and higher education (AERES) and Engineering certificationcommittee (CTI which are members of the ENQA, the European network for quality assurance in highereducation.For private and sectoral certifications, there is a specific procedure of registration "on request"..Page 6/6

In the French approach quality assurance about qualifications is based on two main axes:- coherence with the social and economic needs.. Qualitative and quantitative enquiries are doneby specific institutions such as CEREQ in order to verify the real impact of the qualifications 2- coherence of engineering between the standards and the assessment procedures. That means thatthe combination of activities and competencies aimed by the qualification permits the definitionof LO and the organization of assessment with appropriate criteriaQuality of the French training systemThe French education system is highly centralised.The Ministries of Education and Agriculture recruits, appoints and allocates all staff (teaching,administrative and supervisory), decides on curricula, timetables, diplomas and examination proceduresand all matters related to ensuring a suitable level of education.Private schools recruit directly their own staff but the curricula and examination procedures aresupervised by the government.The school system is assessed by the regional director of education, recteursAdministrative marks are given, which have an influence on the careers of those concerned.The school system itself is evaluated by general inspectorates, reporting directly to their Ministry, whenthe diplomas involved are governed by the Ministries of National Education and Agriculture. Thegeneral inspectors take part in evaluating the school system as a whole, in particular the secondaryschools.The quality of the working conditions in enterprises in ensured by Labour inspectors, reporting to theministry in charge of labour.Apprenticeship is evaluated by specific "apprenticeship inspectorates", inspecteurs del'apprentissage,reporting directly to their regional authority. These inspectors have vocation toevaluation of management, educational methods, foundings. The quality of the working conditions inentreprises is ensured by Labor inspectors, reporting to the Ministry in charge of Labour.In the higher education system, a National Evaluation Committee (AERES) on Public Scientific,Cultural and Vocational Establishments, an independent authority, is responsible for examining andassessing all undertakings carried out by the universities, schools and teaching establishments governedby the Ministry in charge of Higher Education. It assess the quality of research and education, trainingfor instructors, continuing training, personnel management, student admission and integration,integration into the local community, and national and international prestige.Page 7/7

1 Structure and levels of NQFTemplate for an overview of NQFs in ItalyWork package 3:Referenceability of National Qualification FrameworksFor countries that already have an NQF or plan to introduce an NQF:__ How many levels does/will the NQF have?The structures of the NQF levels and level descriptors have not yet been defined, although there arecomponents in place, e.g. in HE and more recently at upper secondary level. Italy uses a learningoutcomes approach and the EQF level descriptors as a basis for further developments. The nationalcoordination point is currently working on this topic.__ What kind of descriptors are/will be used (learning outcomes, dimensions)?In the QF for HE, Dublin descriptors are used nationally for three cycles agreed within the Bolognaprocess. More specific descriptors are being defined for each programme by universities. Short cyclequalifications will be defined by subdescriptors taking into account differences in specific elements ofqualifications (e.g. workload, length, access etc).__ Are the same descriptors used for all qualifications/sectors?Nothing has been decided about that. Probably, while the aim is to overcome diversities and develop acommon and shared language, the same descriptors will be used for all qualification/sectors.__ Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency,coherence), a focus on regulating the existing system (quality, accountability) or a focus ontransforming system (new standards and new provision)?The NQF’s typology will have a focus on coordinating the existing systems, especially for what concerntransparency and coherence of qualifications.__ Are there already revisions of the NQF planned?Work is in progress.For countries that don’t plan to introduce an NQF:__Are there plans to implement the EQF? If so, please describe.2 Segments of the educational system__ Which segments of the educational system are differentiated in your country (e.g. GeneralEducation, Vocational schools / dual system 1 , VET, Higher Education, Adult Education)? Pleasegive a short survey in note form.1 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two differentsites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocationalPage 1/1

The education system includes the following at present:# Scuola dell'infanzia (non-compulsory) for children between 3 and 6 years of age.# First cycle of education (length: 8 years), organised in Primary Education for children between 6 and11 years of age, which lasts 5 years, and Lower Secondary School for children between 11 and 14 yearsof age, lasting 3 years.# Second cycle of education consisting of two different pathways: the first is Upper Secondary School,which falls under the responsibility of the State, lasts 5 years and is addressed to students from 15 to 19years of age. This level of education is provided by Licei, Technical Institutes, Art Institutes andVocational Institutes. Vocational and Art Institutes also offer three-year courses. The second pathway isInitial Vocational Training (three-year courses) for students who have completed the first cycle ofeducation and is organised by the Regions.# Post-secondary non-tertiary education, within the higher technical education and training system(Istruzione e Formazione Tecnica Superiore – IFTS), offers higher technical education and trainingpathways and courses provided by Higher Technical Institutes (Istituti Tecnici Superiori – ITS).# Higher education sector consisting of University and non-University Higher Education. The highereducation system is divided into State and non-State establishments.3 Referencing the EQF__ Which tools are used to create an interface to EQF?In order to set up the EQF, the national authorities of each country have been requested to establish linksbetween their own systems of qualifications and the Single Framework itself.school for apprentices [“Berufsschule”]. Thus, apprenticeship training is also referred to as “dual vocationaltraining system” or as “dual system”.Page 2/2

Italy’s response to the request from Europe became concrete in 2007, when a committee for theconstruction of a national system of minimum professional, certification and training standards,promoted by the Minister of Labour, started work. The committee has the objective of defining anational standards system coherent with the setting up of the EQF. The committee members are theMinistry of Education, the Ministry of Universities and Research, the Regional Councils, theIndependent Provincial Councils and social partners.Italy started preparing a common methodology, including a national learning outcomes approach,providing the basis for closer integration of the different parts of the qualification system. An inventoryof regional standards of competences was prepared and methodology successfully tested in tourism andmechanical sector. Other sectors (e.g. chemical, food and agriculture) are about to be mapped with thesame methodology. Some Regions adopted regional standards using the same methodology.Furthermore, currently the ISFOL is supporting the Ministry of Labour in creating a national database ofjob descriptions and standards (occupational and training standards) developed in Italy in recent years,which are clustered in 24 economic and professional areas.__ How are interfaces between the NQF and the EQF defined? How is it managed? How are learningoutcomes from EQF accredited in the NQF? How are qualifications from an education abroadgenerally accredited? Who is responsible for those definitions and accreditation?The development of the NQF in Italy is running a new evolution phase due to:- the progress of the national reforms in the field of education, VET system and the labour market;- a stronger dialogue among institutions and competent bodies on the implementation of the System(coherent with the EQF);- the EQF Recommendation commitments;- a concrete impulse in the activities of the “National Table/Committee”, launched in 2006 by theMinistry of Labour for the definition of the Italian NQS.In this new phase criteria and priorities settled are:- to preserve specific characteristics of sub-systems and regional frameworks;- to overcome diversities and develop a common and shared language (focused on learning outcomes);- to guarantee transparency, legibility and quality procedures;- to take into consideration European issues and deadlines;- to develop cooperation with other national agencies in EU involved in the definition of their NQFs.The “National Table/Committee” started to work on NFQ and it is still working on it. The “NationalTable/Committee” is promoted by the Italian Ministry of Labour and is composed by: Ministry ofLabour, Ministry of Education, Employers Representatives, Trade Unions and Local Authorities(Regions, Autonomous Provinces). ISFOL at national level and Tecnostruttura at regional level, are thescientific and methodological bodies that support the Italian policy in this field.The Ministry of Education, University and Research and Ministry of Labour and Social Policies areleading the NQF development and implementation process in agreement with the Regions andAutonomous Provinces and the social partners. At the technical level, ISFOL (the national institute fordevelopment of vocational training) is involved in implementing the national methodologies andcoordinates sectoral and professional expert groups involving social partners. The monitoring of theimplementation of the NQF to prepare the referencing process to the EQF will be operated by theMinistry of Labour and the Ministry of Education, with the support of the NCP appointed at ISFOL.The concept of “qualification” has several meanings and different uses in Italy:- it is the formal output of a learning and/or certification/validation process (titoli e qualifiche) such as:attestato di qualifica, diploma, laurea, etc…, delivered by a authorized institutions;- qualifica has always been used in the VET system, and its use in ED and HE needs an effort ofadaptation;- it defines professions and levels (qualifica) in the national collective agreements;Page 3/3

- it is independent from learning/training pathways, and can be reached through different pathways(school, university, VET and non-formal and informal contexts).The concept of validation/certification only recently has entered the Italian culture. It is a process that:- incorporates the processes of both assessment (“valutazione”) and certification;- refers mainly to qualifications acquired in Formal, Non-Formal and Informal contexts, assessed andrecognized by authorized bodies with respects to predefined standards.Apart from different uses and difficulties, the Italian approach seems to be:- shifting from input to output of the learning process;- improving coherence with the EQF concepts in the sub-systems and especially in VET;- need to be supported by a homogeneous approach of a National Qualifications Framework.UEECVETKey CompetencesEQFCommon principlesof Validation8 levels based onlearning outcomesEuropassCitizen portfolioEQFProfessional standardsbased on competencesNQFStandard forcertificationTraining standardITALY__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within theformal education and training system for easing access to education abroad?Please describe those briefly.For what concerns legal regulations and measures for easing access to education abroad, actually,nothing has been done about that. Nevertheless, there is a strong dialogue among institutions andcompetent bodies on the implementation of the system.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessinglearning outcomes from non-formal/informal learning? e.g.:__ access to education and training programmes;__ admission to exams to acquire formal qualifications/certificates/diplomas;__ access to other forms of validation or transfer of learning in order to obtain a formalqualification (partial or full).Please describe those briefly.Page 4/4

The relationships between the State and the Regions concerning the governance and institutional issuesare currently being discussed. On 17 February 2010, an important agreement between Ministry ofLabour, Regions and Social Partners was signed in relation to the training policies to be jointlyimplemented through the current year. This agreement called Guidelines for Training in 2010 sees thenational qualification system in a wider European context and underlines the key role to be played by alearning outcomes approach in aiding individual learning. Also, recognition of non-formal and informallearning has been mentioned within these guidelines as a strategic focus in the perspective of humancapital competitiveness and lifelong learning aims.A concrete result of the development processes, on the way since 2006, is the recent reform in uppersecondary education introducing new levels defined by learning outcomes and reflecting the EQF leveldescriptors. It introduces three main secondary school pathways: general (lycées), technical andvocational education pathway, leading to five-year diplomas and learning outcomes linked to the EQF.Moreover, the vocational education and training system managed by Regions will operate according toagreed national standards (consistent with the EQF levels). Three-year vocational qualifications andfour-year vocational diplomas will be awarded. The implementation started in September 2010 and willcontinue up to 2013. Levels and level descriptors are seen as important for placing programmes in amore coherent way and to show progression routes between programmes.The Italian education and training system has introduced the learning outcomes approach at national andregional levels, with each subsystem having its own characteristics. The upper secondary educationsystem has recently aligned qualifications and curricula to the EQF learning outcomes structures. InFebruary 2010, the reform regulation of the upper secondary education system was adopted. In thevocational training system, where the Regions have the main responsibility, according to the reforms ofthe Italian Constitution (National Law No 3, October 2001, concerning Modifications of V Title ofsecond part of Italian Constitution) an update of the local qualification system adopting the learningoutcomes approach has been launched. Curricula will be redesigned according to EQF indicator anddescriptors. Three-year vocational qualifications and a four-year vocational diploma will be awarded.The higher (non-academic) professional education and training pathway (IFTS) uses a national standardsystem based on competences since 2000. Moreover, after the Decree of 25 January 2008, the NationalCommittee on IFTS agreed to update the standards to make them more coherent with the learningoutcomes approach. There will be a regional supply of training courses in IFTS (one year) and a nationalsupply of IFTS courses (two years). The one-year courses are already based on national standards ofprofiles and competence units of learning outcomes; however, they will be implemented in accordancewith the local needs. The two-year courses will soon be based on learning outcomes standards. Inacademic education (universities) the policy-makers strengthened the need to align diplomas andcertificates to the commitments of the Bologna process. In particular, the National Decree that reformsthe academic system (first cycle, three years) and Laurea Magistrale (second cycle, two years) statesthat the new programmes have to be based on learning outcomes compatible with Dublin descriptors.The enterprises involved in the reform of the university system agreed on the learning outcomesapproach, considering it very close to the labour market.4 Quality management / Quality assurance__ Which forms of quality management / quality assurance do exist? Which measures are used to avoidmislinkings between the NQF and the EQF?The National Table/Committee revealed the need of involve a Quality Reference Point to avoidmislinkings between the NQF and the EQF and for the link with the EU guidelines, but nothing has beenyet developed.__ Have you already identified any mislinkings between qualifications within the NQF and the EQF? Ifso, please describe briefly.Page 5/5

Actually, in Italy, the NQF and the EQF are not yet completely developed, so there is nothing to report.__ Which strengths and which weaknesses do you see concerning the NQF? In what way do thesestrengths/weaknesses influence the referenceability to the EQF?The establishment of the NQF is a very important national issue to give individuals a transparent way toobtain qualifications and to progress in their careers. However, it is still very complex and ambitious.The law that reformed Title V of the Constitution (2001) made this process even more complicated inthe complexity of the relationships between the State and the Regions (some regions are working toestablish their own regional qualifications systems). This reform, combined with the autonomy ofseveral stakeholders (autonomy of the regional authorities in regulating training; autonomy ofuniversities and schools; autonomy of the enterprises in offering ‘qualifications’ in the workplace, etc.)created a difficult situation to manage.The stakeholders involved are aware of the fundamental importance of a national system that shouldconstitute the ‘real infrastructure’ for different educational and labour market policies.Language differences and use of coherent concepts across sectors and stakeholders cause somechallenges.Recently introduced education and training reforms gave an indication that Italian VET and HE systemsare increasingly being aligned with the European objectives on transparency and comparabilityexpressed by Bologna process and the EQF.Page 6/6

Template for an overview of NQFs in MaltaWork package 3:Referenceability of National Qualification Frameworks1 Structure and levels of NQFFor countries that already have an NQF or plan to introduce an NQF:__ How many levels does/will the NQF have?The Malta Qualifications Framework has eight levels and it was officially launched in June 2007.__ What kind of descriptors are/will be used (learning outcomes, dimensions)?The level descriptors are based on a learning outcomes approach.__ Are the same descriptors used for all qualifications/sectors?The same level descriptors are used for all formal, informal and non-formal learning, and forgeneral, vocational and academic and professional education.__ Define the NQF’s typology: (a) Does it have a focus on coordinating the existing system(transparency, coherence), (b) a focus on regulating the existing system (quality,accountability) or (c) a focus on transforming system (new standards and new provision)?(a) The Malta Qualifications Framework (MQF) gives a transparent value to general educationqualifications and VET qualifications. General education qualifications and VET qualificationswith the same MQF Level enjoy the same parity of esteem. The existing system ofqualifications has been given a visible structure with benchmark qualifications placed in thedifferent levels of the MQF.(b) The benchmark qualifications in the MQF are used as a measure which indicates the level ofdifficulty and the expected workload of any particular level. The MQF has a regulatoryfunction as all level rated qualifications undergo a quality process. There are two differentlevel rating processes, one for foreign qualifications and one for home-grown qualifications.The level-rating of qualifications that are awarded by a foreign awarding body takes place afterthe Malta Qualifications Recognition Information Centre (MQRIC) confirms that thequalification in question is mutually recognised. There are a number of standards which homegrownqualifications must satisfy, which have to be approved by MQC and by an independentevaluator representing a Designated Authority or an academic/professional expert if no suchauthority exists.__ Are there already revisions of the NQF planned?In December 2010 the Malta Qualifications Council will launch a consultation document entitled:“Classifying Qualifications: A National Awards System Referenced to the MaltaQualifications Framework: a proposal”. The Council is proposing the shift from a NationalQualifications Framework to a National Qualifications and Credit Framework whereby shortcourses with a minimum of four ECTS credits can be level rated to any of the levels from one toseven of the MQF. This proposal is the result of demand from students and public and privatetraining providers including employers who believe that all learning must be valued in order toenhance Lifelong Learning.Page 1/1

For countries that don’t plan to introduce an NQF:__Are there plans to implement the EQF? If so, please describe.2 Segments of the educational system__ Which segments of the educational system are differentiated in your country (e.g. GeneralEducation, Vocational schools / dual system 1 , VET, Higher Education, Adult Education)?Please give a short survey in note form.The Malta Qualifications Framework (MQF) has two learning pathways from Levels 1 to 5 withGeneral Education on the left and Vocational Education and Training on the right. From Level6 to Level 8 the dividing line between General Education and VET does not exist thusindicating that there is one Higher Education area in Malta.Academic degrees achieved from the University have the same parity of esteem as professionaldegrees achieved from the VET Institutes. Some of the VET courses operate the dual systemand students benefit from hands-on experience in industry.Adults over twenty three years of age benefit from the maturity clause and can have access toUniversity and any VET Institute following an aptitude test. The availability of part-timecourses in public and private institutions encourage many adult learners to invest in theircontinuous professional development by taking on further and higher education while theywork. In 2010 there was a rise in the demand for short courses for adult learners who can attendcourses either during the day or in the evening in a number of subjects to achieve the KeyCompetences in MQF Levels 1 to 3. The Employment and Training Corporation and theDirectorate for Lifelong Learning of the ministry of Education, Employment and the Familyoffers a number of qualifications to the unemployed as well as to those who are in employmentbut feel the need for up-skilling for job retention or for job mobility.3 Referencing the EQF__ Which tools are used to create an interface to EQF?The Referencing Report linked the level descriptors of the MQF to those of the EQF and the QF-EHEA. The eight levels of the Malta Qualifications Framework (MQF) represent qualificationsthat demonstrate the level of difficulty indicated in the European Qualifications Framework(EQF).__ How are interfaces between the NQF and the EQF defined? How is it managed? How arelearning outcomes from EQF accredited in the NQF? How are qualifications from aneducation abroad generally accredited? Who is responsible for those definitions andaccreditation?The MQF and the EQF both have eight levels of difficulty defined in learning outcomes. Theydescribe Knowledge, Skills and Competences that individuals should achieve at the end of alearning process. They indicate the level of autonomy and supervision needed in the lowerlevels and they indicate how the learner can act as a supervisor or manager of people or projectsfrom Levels 4 upwards.1 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two differentsites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocationalschool for apprentices [“Berufsschule”]. Thus, apprenticeship training is also referred to as “dual vocationaltraining system” or as “dual system”.Page 2/2

The Malta Qualifications Council (MQC) is the National Contact Point (NCP) of the MaltaQualifications Framework (MQF) and the European Qualifications Framework for LifelongLearning. Consultation meetings and events leading to the launching of the Malta ReferencingReport (2007-2009) led to the engagement of all stakeholders in the referencing process.Within the Malta Qualifications Council there is a department which focuses on the recognition offoreign qualifications. The Malta Qualification Recognition Information Centre (MQRIC)which is a member of the NARIC-ENIC Network has a standard procedure to verify the qualityof foreign qualifications which may or may not be offered in Malta. The MQRIC Officerscheck that the awarding institution is accredited, that the particular qualification is alsoaccredited and check whether the qualification is level rated. Most of the foreign qualificationsoriginate in the United Kingdom therefore the QCF Level is translated to the EQF Level andtherefore to the MQF Level. There are however a number of sectoral qualifications which areaccredited and internationally recognised but they are not level rated to the EQF. If thequalifications are awarded by institutions outside the United Kingdom, the MQRIC Officersrefer to the NARIC-ENIC counterparts for information about institutions and specifically aboutqualifications. If qualifications are accredited by the country of origin and benefit from mutualrecognition, these are level rated to the MQF and the EQF through a formal protocol betweenMQC and the education and training provider representing the foreign awarding body. Over6000 qualifications are processed through this Office every year.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices existwithin the formal education and training system for easing access to education abroad?Please describe those briefly.Foreign awarding bodies are widely represented in Malta, so learners do not have to travel abroad toachieve a foreign qualification. Education and Training providers have to be officially licensed bythe Ministry of Education, Employment and the Family.The University of Malta (1592) was one of the first Universities in Europe to introduce theEuropean Credit System (ECTS) across all its faculties and centres with a few exceptions. Thetransparency of ECTS credits very much promoted by the Bologna Process not only gives studentsopportunities for Erasmus exchanges but also to study abroad following completion of their studiesin Malta.Although ECVET is in its early stages in the local institutions and there are no programmes such asthe ERASMUS for higher education students, opportunities for apprenticeship overseas do exist forVET students.Since the launching of the MQF in 2007 qualifications that are used as benchmarks in the MQFgive a transparent value and visibility to qualifications thus enhancing mobility of students.The Government of Malta awards the following sponsorship schemes to encourage mobility ofstudents:(a) Malta Government Scholarship Scheme (MGSS) – targets undergraduate and post-graduatestudents;(b) Strategic Educational Pathways Scholarships (STEPS) – targets post-graduate students only(c) Malta Arts Scholarships (MAS) – targeting students with any level of studies.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist foraccessing learning outcomes from non-formal/informal learning? e.g.:Page 3/3

__ access to education and training programmes;The Malta Qualifications Council obliges all public and private education providers to giveaccess to students who demonstrate achievement in informal and non-formal learning.The University of Malta and all VET Institutes in Malta have a maturity clause which givesaccess to adult learners over the age of twenty three. This however doesn’t give an automaticaccess the admissions board ask the applicants to sit for a formal assessment and sometimessome formal qualifications are also required to show that there is a sound academic background.The Employment and Training Corporation (ETC) has a system of trade testing so thatfollowing assessment adult learners achieve access to particular courses depending on theirlevel of ability. Such an assessment is also available for admission to the Key CompetencesCourses at Levels 1 and 2 and on successful completion adult learners can further theireducation to the next MQF Level in one of the VET institutes or can proceed to the generaleducation route by sitting for the Secondary Education Certificate (SEC) examinations.The MQF is by exit point and entry requirements are always at the discretion of the educationand training providers concerned.__ admission to exams to acquire formal qualifications/certificates/diplomas;A new Legal Notice on the Validation of Informal and Non-Formal Learning is being drafted sothat there will be the proper setup to make a formal assessment of the informal and non-formallearning. Sector Skills Council will be established so that representatives of education andindustry will make a formal assessment on the basis of Occupational Standards. The TradeTesting mechanism described above will be absorbed by the structure of the Sector SkillsCouncil as there will be a single set of national occupational standards and one national Councilper sector.__ access to other forms of validation or transfer of learning in order to obtain a formalqualification (partial or full).Please describe those briefly.An innovative feature of the School Leaving Certificate which was launched in October 2009 is thatthe transcript will not only show a record of formal achievements, but it will also include apositive list of personal qualities, informal and non-formal learning. Thus at the end ofcompulsory education the learners will show the employer that the sixteen year old hasachieved a holistic education. The School Leaving Certificate is referenced to a full MQF andEQF Level 1.All home-grown qualifications have an element of informal and non-formal learning as formallearning that takes place in class is complemented by hands-on learning. Home-grownqualifications can be either full or partial depending on the workload translated into ECTS/ECVET credits.4 Quality management / Quality assurance__ Which forms of quality management / quality assurance do exist? Which measures areused to avoid mislinkings between the NQF and the EQF?Page 4/4

The level rating of qualifications to the MQF is considered as a quality assurance mechanism. Onlyforeign qualifications which are mutually recognised can be incorporated in a protocol whereforeign awarding bodies are represented in Malta. Home-grown qualifications must satisfynumber of standards by filling in a standard application form which includes the learningoutcomes and has to be approved by MQC and by an independent evaluator representing aDesignated Authority or an academic/professional expert if no such authority exists.When a protocol is signed between MQC and the public or private education and training providersthe level rated qualifications are listed in the Malta Register of Regulated Qualifications whichis available on the MQC website. This Register shall eventually evolve into a Database withthe learning outcomes and details of all regulated qualifications.The level of difficulty of any home-grown qualification is confirmed after consulting the EQF andMQF level descriptors.__ Have you already identified any mislinkings between qualifications within the NQF andthe EQF? If so, please describe briefly.NOT APPLICABLE__ Which strengths and which weaknesses do you see concerning the NQF? In what way dothese strengths/weaknesses influence the referenceability to the EQF?Strenghts:The fact that the level descriptors of the NQF are also referenced to the Qualifications Frameworkfor the European Higher Education Area (QF-EHEA) and distinguish between the followingtypes of skills makes the level descriptors more user-friendly and less generic:Applying Knowledge and Understanding;Communication Skills;Judgmental Skills; andLearning SkillsThis strength does not influence the reference capacity to the EQF as all the categories of Skills ofthe MQF are referenced to the Skills section of the EQF.Weakness:As originally launched in 2007 the MQF did not give qualifications a credit value to the level ratedqualifications, thus this meant that only full qualifications can be referenced to the MQF.However, following demand from stakeholders particularly students and education and trainingproviders including employers MQC felt that this need to acknowledge partial qualificationstranslated in ECTS credits should be addressed. Therefore this weakness was transformed intoa challenge to give value to all learning and reduce the number of dead-end qualifications. InDecember 2010 the Malta Qualifications Council will launch a consultation document entitled:“Classifying Qualifications: A National Awards System Referenced to the MaltaQualifications Framework: a proposal”. Through the use of credits persons with specialneeds particularly those with mental disability are motivated to achieve partial qualifications atMQF Levels 1 and 2.Page 5/5

Through the use of ECTS and ECVET credits there will be more harmonisation in Education inEurope. Users of qualifications will be using the same language and the EQF will befunctioning as a real bridge between the different education systems across Europe and beyond.Page 6/6

Template for an overview of NQFs in GreeceWork package 3:Referenceability of National Qualification FrameworksWork Package 3: Greece10 December 2010Introduction- Greece is in the process of developing a National QualificationsFramework, which will include all parts and levels of education,training and qualifications system.- The Ministry of Education, Lifelong Learning and Religious Affairsmonitors the development of the Hellenic QualificationsFramework, as well as co-ordinates the stakeholders such as thedelegates of national and EC collective bodies, education andtraining bodies, social partners, chambers and so on.- A working paper on Hellenic Qualifications Frameworkdevelopment was prepared by a high level committee andpresented for open public consultation from March to September2010. The comments received during the public consultation areavailable at the following web address:http://www.opengov.gr/ypepth/?p=43- The new law on lifelong learning (Law 3879/2010) that was adoptedin September 2010 among other issues provides the legalframework for the NQF implementation.- The General Secretariat for Lifelong Learning of the Ministry ofEducation, Lifelong Learning and Religious Affairs is the NationalCoordination Point for NQF.1. Structure and levels of the Hellenic Qualifications FrameworkLevels that the Hellenic Qualifications Framework will have- According to the public consultation paper the HellenicQualifications Framework will be a comprehensive frameworkcovering all parts and levels of education and training. An eightlevelstructure has been suggested reflecting existing educationand training systems in Greece. The eight levels are describedthrough learning outcomes (knowledge, skills and competences).Descriptors that will be used- The descriptors used define the levels of the Hellenic Qualifications Framework indicate the learning outcomes that correspond to thequalifications required for each level are defined in terms of knowledge, skills and competencesSame descriptors used for all qualification/sectors?

- All the descriptors are defined in terms of knowledge, skills andcompetencesNQF’s typologyIt is agreed that the Hellenic Qualifications Framework will: increase coherence and consistency of the nationalqualification system and reduce fragmentation of currentsubsystems improve access and progression possibilities, eliminate deadends and foster lifelong learning opportunities develop coherent approaches and procedures to certificationand quality assurance cater the need of having a solid basis for the development ofrecognition for non-formal and informal learning2. The Structure of the educational system in GreeceGeneral Education- upper secondary education Geniko Lykeio (High School) EPAL (Vocational Lykeio / Technical Vocational EducationalLykeio) (see also Vocational Training) EPAS (Vocational School / Technical Vocational EducationalSchool) (see also Vocational Training) Special Interest Lykeio (e.g. Music Lykeio)- lower secondary education Gymnasio (junior high school) Second-chance Schools (see also National Network for LifelongLearning) Special Interest Gymnasio (e.g. Music Gymnasio)- primary education Dimotiko- pre-primary education NypiagogeioHigher Education Universities TEI (Technological Educational Institutes) ASPAITE (School of Pedagogical and Technological Education) EAP (Open University)National Network for Lifelong Learning (Law 3879/2010)Bodies that provide life long learning services: IEK (Vocational Training Institutes, see also Vocational Training) KEK (Vocational Training Centers, see also Vocational Training) KEME (Centers of post-secondary education and EES (TrainingCenters) The rest of public and private vocational training centers

IDEKE (Institute for Continuing Adult Education) EIN (National Youth Foundation) Bodies that provide general adult education (formal and nonformal)services (e.g. cultural institutions), as well as structuresthat provide general adult education services (e.g. SecondChance Schools) Bodies that provide counseling services or bodies that providevocational guidance KPA (Centers for Promotion of Employment) Public sector bodies and bodies of the wider public sector thatprovide non-formal education to the employees of the publicand the wider public sector respectively (e.g. EKDDA), as well asbodies formed by professional associations and chambers thatprovide non-formal education to their members (e.g. IEKEMTEEAE) Bodies which are formed by third level trade union organizationsand employers who co-sign the national general collectiveoccupational agreement and provide lifelong learning services Bodies that provide informal learning (e.g. NGOs)Vocational Training (initial and continuing vocational training) EPAL (Vocational Lykeio / Technical Vocational EducationalLykeio) EPAS (Vocational School / Technical Vocational EducationalSchool) EPAS – OAED (Manpower Employment Organisation) IEK (Vocational Training Institutes) KEK (Vocational Training Centres)3. Referencing the EQFThe referencing of the national qualifications system levels to the EQFshould take place in 2011.

Template for an overview of NQFs in the NetherlandsWork package 3:Referenceability of National Qualification Frameworks1 Introduction: current status of the Dutch referencing process - NLQFThe Dutch Ministery of Education has developed the draft NLQF. This draft was presented tostakeholders at six round table conferences at several locations in the Netherlands in October 2010.The meetings were meant to inform stakeholders on the development process, the decions made, theoutcomes, the following process and to reflect on the developed NLQF. Board members anddirectors of educational institutions in different sectors, heads of private educational institutions,regional directors of UWVs, labor representatives, industry and sector organizations were invited tojoin the conferences. Via a digital form one can still comment on the eloboration of the NLQF.The next step is to set the conditions and procedures for the referencing of non-formal education. Acommission will advise the Minister of Education, and then the Minister will set the NLQF. Asforeseen the Minister of Education the adoption of the NLQF will be spring 2011, after which theNLQF will be presented to the European Commission. After the setting of the NLQF the connectionbetween NLQF levels and EQF can be made. A National Coordination Point (NCP) will be installed.This NCP will have the responsibility for the scaling of all new and adjusted qualifications in theNLQF including formal and non formal qualifications.1

1 Structure and levels of NQFFor countries that already have an NQF or plan to introduce an NQF:How many levels does/will the NQF have?The NLQF will consist of 10 levels.What kind of descriptors are/will be used (learning outcomes, dimensions)?A framework consisting of 6 descriptors has been developed. The descriptors are:• Knowledge and judgements refers to the knowledge component• Skills – applying knowledge refers to skills• Skills – problem solving capacities refers to skills• Skills – learning capacities• Responsibility refers to the responsibility and competences• CommunicationIn the framework each education level is described in connection with the EQF level. Thecharateristic key words in the description of knowledge, skills and competences were used asdescriptors of the levels.The components Skills- learning capacities and communication don’t have a direct connection tothe EQF, but are an essential part of Dutch education.The matching of higher education is based on the Bologna process and the Dublin discriptors areincorporated.Are the same descriptors used for all qualifications/sectors?Yes, see explanation aboveDefine the NQF’s typology:Does it have a focus on coordinating the existing system (transparency, coherence), a focus onregulating the existing system (quality, accountability) or a focus on transforming system (newstandards and new provision)?The focus is on coordination the existing system with the aim of transparancy and coherence. Itdescribes at each level the characteristics of the level in a similar way as the EQF, using the samevocabular, the description tipifies the level. The descriptions match the language of thequalifications. In the description of the Higher Education Dublin Descriptors are incorporated.Are there already revisions of the NQF planned?No - see the introductionFor countries that don’t plan to introduce an NQF:__Are there plans to implement the EQF? If so, please describe.2 Segments of the educational system2

Which segments of the educational system are differentiated in your country?The segments that are differentiated are:• General secundary Education,• VET (including Full time and dual vocational education (BOL &BBL)• Higher Education• Adult EducationNon Formal education will also referenced to the NLQF.3 Referencing the EQFWhich tools are used to create an interface to EQF?• The assignment of the construction of the NLQF determined that the existing levels in vmbo,mbo, havo, vwo, higher education and adult education (the educational system) had to bedescribed with one common language and that logical ranking or juxtapositioning shoulddetermine the amount of levels.• At first a conceptual framework was designed. It was designed as a fundament for the NLQFand to test the NLQF. Experts of the designated educational sectors have contributed to theelaboration of this conceptual framework.• The existing qualification levels were described in the chosen conceptual framework in thenext step and in then in the described round table conferences presented to stakeholders.• At the moment three documents are available:o Schematisch overzicht van de Nederlandse onderwijssectoren, NLQF en hetEQFA scheme of the Dutch educational sectors and the NLQF and EQFo Niveaubeschrijvingen NLQF-EQF. A description of the context of the variouseducation using the descriptors of the conceptual frameworko Matrix met niveaubeschrijvingen NLQF. A generic scheme in which the 10 levelsare placed next to each other and in which one can see the differences between each3

qualification and the NLQF levelEducatie 1 en 2VmboMBOHAVO/VWOHONon-formeel= Adult Education= prepatory vocational education (part of the secondary general education system)= VET (BOL/BBL)= general secondary education= Higher professional education and Acedemic= Non formal educationNiveaubeschrijvingen NLQF-EQF4

Matrix met niveaubeschrijvingen NLQFHow are interfaces between the NQF and the EQF defined?See the first scheme. In the NLQF Education (Adult education) is scaled at level 1 and 2. Levelone has no equivalent in EQF. The lowest level, level 1 is scaled under the first EQF level.Vmbo has four educational levels. In the NLQF it is situated at level 2 to 4. Vmbo KB en GL/TLare scaled at EQF 2. These students are allowed to enter MBO level 3 & 4 qualifications. Studentswith a vmbo BB certificate are allowed to enter a mbo 2 qualification.How is it managed?No answer yetHow are learning outcomes from EQF accredited in the NQF??A National Coordination point, which will be implented, is responsible for the grading ofqualifications both formal and non formal.How are qualifications from an education abroad generally accredited?The National Reference Point (NRP) Netherlands is the contact point for those in search ofinformation on vocational education in the Netherlands and other European countries. The DutchMinistry of Education has appointed Colo for this task. Colo and Nuffic together represent thenational structure for credential evaluation in the Netherlands. It is a close cooperation between5

Colo and Nuffic. Together they have established the Information Centre for CredentialEvaluation. Colo is the association of national Centres of Expertise for Vocational Education,Training and the Labour Market. Colo is responsible for credential evaluations at the level ofsenior secondary vocational education (mbo), including adult education, and preparatorysecondary vocational education (vmbo). Nuffic is the Netherlands Organization for Internationalcooperation in higher education. Within the structure for credential evaluation Nuffic isresponsible for evaluations on the level of general secondary education and higher education.Who is responsible for those definitions and accreditation?The NRP based on the (EU) regulations and in close collobaration with the Ministry ofEducation.What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within theformal education and training system for easing access to education abroad?NRP Netherlands is part of the European network of NRPs. The objective of this network is toincrease the transparency of national qualifications, which will promote the study andemployment mobility within the EU.The website (www.nlnrp.nl) is the first step for finding information on vocational education inthe Netherlands. It may also serve as a stepping-stone for finding information on, and makingcontact with, European partner organizations.What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist foraccessing learning outcomes from non-formal/informal learning? e.g.:__ access to education and training programmes;__ admission to exams to acquire formal qualifications/certificates/diplomas;__ access to other forms of validation or transfer of learning in order to obtain a formalqualification (partial or full).Please describe those briefly.The referencing of non formal education in NLQF has startes or will start soon.4 Quality management / Quality assuranceWhich forms of quality management / quality assurance do exist? Which measures are used to avoidmislinkings between the NQF and the EQF?The process of referencing is carefully planned. It started with an advise how to develop andimplement EQF in the Netherlands, including the pitfalls and the problem areas. This advise isthe basis of the development, which started with the development of the conceptual framework.Experts from the educational sectors participated in the development of the conceptualframework. Consultation rounds and the possibility to comment on the draft are planned to avoidmislinkings.After the setting of the NLQF a National Coordination Point will be responsible for the scaling ofqualifications.6

Have you already identified any mislinkings between qualifications within the NQF and the EQF? Ifso, please describe briefly.Which strengths and which weaknesses do you see concerning the NQF? In what way do thesestrengths/weaknesses influence the referenceability to the EQF?• MBO-2 and HAVO/VWO have a the status of ‘start qualification’. This includes that theafter vmbo a pupil has to attain a mbo certificate at at least level 2 or a HAVO certificate.A student with a vmbo KB or vmbo GL/TL certificate may start in a mbo 3 or 4qualification. In the EQF/NLQF framework vmbo KB and mbo 2 are situated atEQF2/NLQF3. Vmbo GL/TL is situated at EQF2/ NLQF4. This implies the decision thatEQF2 will be the• One of the discussions in VET is that some level 4 qualifications tend to the level of theshort cycle. The discussion has been: how can this stated. What features make it a level 5qualification, what does it mean in inernational terms?• Another discussion is how to act in case of unbalance between countries? The NCP’sshould fulfill an important role in this.• In future the NLQF can be used as a instrument in the Adult Education Survey (AES)monitoring the results of Life Long Learning. A mentioned weakness of the AES is thefocus on training less than half a year. Formal learning and workplace learning isn’tincluded.• NLQF is seen as an instrument in LLL, like APL.The scaling of non formal learning in NLQF will make the qualifying results of nonformaleducation more visible. This effects the accessibility and the possibilities to moveon between formal and non formal education and training . It makes the education resultsmore visible for employers. And it will make the qualification results also more visible foremployees. Which can be stimulating. It’s can also be stimulating for people who havedifficulties with formal learning.NRTO (v/h PAEPON- the organisation which represents the non formal educationcentres): will perform at least three pilots in different sectors in the next years. In order togain recognition of sector specific sector certificates in the NLQF in an unambigious wayand to make visible the effects of non formal education on qualification results (f.i. raisinga level).(KIA advies 2011-2020)7

1 Structure and levels of NQFTemplate for an overview of NQFs in SpainWork package 3:Referenceability of National Qualification FrameworksFor countries that already have an NQF or plan to introduce an NQF:__ How many levels does/will the NQF have?5 Levels at the moment: 1_ Level 1: Competence in a reduced group of relatively simple work activities which correspondto normal processes with only a limited theoretical knowledge and practical capacitynecessary._ Level “: Competence in a group of well determined professional activities with the ability touse their own instruments and techniques, which mainly concern a work to be carried out ontheir own without supervision using these techniques. A knowledge is required of the basictechnical and scientific techniques of the activity and an ability to understand and apply theprocess._ Level 3: Competence in a group of professional activities which require expertise in diversetechniques and can be carried out independently. It includes responsibilities such as coordinataionand supervision of technical and specialized work. It requires the understandingof technical and scientific basics of activities and the assessment of the process factors andits economic repercussions._ Level 4: Competence in a wide range of complex professional activities carried out in a widevariety of contexts and which require connecting variables of a technical, scientific, economicor organizational nature in order to plan courses and to define or develop projects, processes,products or services._ Level 5:Competence in a wide range of professional activities of great complexity carried out ina variety of contexts which are often unpredictable and involve planning courses or ideas forproducts, processes or services. Very self sufficient. Frequent responsibility in delegatingresources, analysis, diagnostic, design, planning, task completion and assessment.__ What kind of descriptors are/will be used (learning outcomes, dimensions)?• Complexity, context and work relationships• Responsibility and self sufficiency• Scientific and technical knowledge required to do work activities.• Capacity to apply, design and assess__ Are the same descriptors used for all qualifications/sectors?Yes.1 Spanish NQF is not concluded yet and covers 2 major areas: VET and Higher Education. VET part of NQF is the only one alreadyconcluded an is current ruling the national VET system. Higher Education part is under construction.Page 1/1

__ Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency,coherence), a focus on regulating the existing system (quality, accountability) or a focus ontransforming system (new standards and new provision)?All focus are integrated in the Typology:1- Coordinating the existing system (transparency, coherence): as NQF integrates both VET branchmanaged before separately by Ministry of Education and Ministry of Labour2- Regulating the existing system (quality, accountability): as to implement NQF all qualificationswere unified as far description, managment and review under an specific public Body created forthis purpose: INCUAL. The National Institute for Qualifications (INCUAL) was created by theRoyal Decree 375/1999, on 5 March. It is a technical instrument, with the capacity andindependence of criteria, which supports the Vocational Training advisory board in order to reachobjectives of the National Qualifications System and Vocational training.The Organic Law5/2002, for Qualifications and Vocational Training, attributes to INCUAL theresponsibility for defining, developing and keeping the National Professional QualificationsCatalogue up to date together with the Module Catalogue for Vocational Training.The rector of the Institute is the General Advisor of Vocational Training, even though it dependsorganically on the General Secreatary for Education (Ministry for Education and Science),according to what is established in the Royal Decree 1553/2004, on 20 June3- Focus on transforming system (new standards and new provision): as all qualifications weresubmitted to detailed review and new provisions and systems were established to recognizednon-formal / informal education. A formal assessment and certification process defined atNational Level was approved by the Central Government Ministry Council by end of July of 2009:The Real Decree 1224/2009 for Competences Acquired via Labour Experience Recognition. Theprocess is oriented to recognize and to certify competences acquired by non formal educationways at a national level and is based on the NQF.__ Are there already revisions of the NQF planned?NO. NQF-VET is of recent conclusion.For countries that don’t plan to introduce an NQF:__Are there plans to implement the EQF? If so, please describe.Not applicable.2 Segments of the educational system__ Which segments of the educational system are differentiated in your country (e.g. General Education,Vocational schools / dual system 2 , VET, Higher Education, Adult Education)? Please give a shortsurvey in note form.The present Spanish Educational System is divided in a general regime (infant education, primaryeducation , compulsory secondary education (ESO) ) , baccalaureate, vocational training and University.2 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two differentsites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocationalschool for apprentices [“Berufsschule”]. Thus, apprenticeship training is also referred to as “dual vocationaltraining system” or as “dual system”.Page 2/2

Education is compulsory between the age of 6 and 16. Vocational training comprehends: Accessthrough Secondary School (medium & higher degrees), or through continuous and occupational training (provided by private and public organizations).3 Referencing the EQF__ Which tools are used to create an interface to EQF?The main tool is the National Qualification Catalogue which qualifications therein are assigned specificlevels ( NQF levels) and Spanish NQF levels are already defined and related to EQF levels. ( seeframe next question).__ How are interfaces between the NQF and the EQF defined?Spanish NQF is not concluded yet and covers 2 major areas: VET and Higher Education. VET part ofNQF is the only one already concluded an is current ruling the national VET system. HigherEducation part is under construction.At VET level of Spanish NQF , EQF levels are already related to NQF VET levels as follows:How is it managed?It is managed INCUAL – National Qualification Institute. The methodology used to refer NQF Levels toEQF levels is not disclosed to the broad public by INCUAL: Although this reference exists and ispublished, it is still pending of official legal approval. The legal approval will be obtained once theHigher Education part of the NQF is concluded.Page 3/3

How are learning outcomes from EQF accredited in the NQF?At VET level of Spanish NQF , EQF levels are already related to NQF VET levels as shown previously.Although NQF Levels are already referenced to EQF levels, it is not in use yet in practical procedures byorganizations, educational bodies and systems.How are qualifications from an education abroad generally accredited?Accreditation of Non University Studies:http://www.educacion.es/mecd/jsp/plantilla.jsp?id=64&area=titulosOnly Qualifications/Competences obtained via formal education studies can be accredited by the currentformal system ( Formal primary & secondary levels or similar).Accreditation of Non formal competences can be only recognized ( very recently) via The Real Decree1224/2009 for Competences Acquired via Labour Experience Recognition. The process is oriented torecognize and to certify competences acquired by non formal education ways at a national level andis based on the NQF ( process described on the next topic). As this is a very recent system and it isunder implementation, qualifications available to be recognized by the system varies a lot dependingon the contry region stage of the system implementation.Accreditation of University Studies:It is not a straight forward process yet as EQF objectives are meant to be:There are 2 different processes:Homologation: Formal recognition of University Studies that entitle the applicant to follow the formalstudies at this level in Spain.Any graduates can apply for approval of foreign higher education diplomas obtained abroad.The approval granted in Spain official validity of higher education diplomas obtained abroad. Anapproved foreign degree has the same effects (academic or professional) of the Spanish academicdegree or qualification which is homologous throughout the country. These effects occur from the date itis granted and issued the corresponding credentials.For the approval to specific titles, the current academic degrees and Bachelor's Degree competentDepartment of Qualifications and Recognition of Qualifications of the Ministry of Education.Approval of academic degrees and postgraduate (Masters and PhD) is the responsibility of SpanishUniversity Rectors.In this ministry, you can request two types of approvals:• A Spanish university degree specifically included in the official university catalog that is currentand fully implemented in at least one Spanish university.• The degree of Diploma or Degree.Page 4/4

Recognition: Formal recognition of University Studies that entitle the applicant to work in Spain in certainareas: example Architect, Psychologist etcCommunity rules of professional recognition is based on the articles of the Treaty establishing theEuropean Community governing freedom of establishment and freedom to provide services. In order togive effect to this freedom, we have adopted a set of provisions implementing these provisions of theTreaty and set up a system of recognition of professional qualifications between the Member States of theUnion.This specific legislation in Spain in the Royal Decree 1837/2008, of November 8 , Which isincorporated into Spanish law Directive 2005/36/EC European Parliament and the Council of 7September 2005 and Directive 2006/100/EC the Council of 20 November 2006 concerning therecognition of professional qualifications, as well as certain aspects of the exercise of the legal profession.The effects of this recognition are exclusively professional, ie, lead to the authorization to practice aspecific profession in the host State.The purpose of professional recognition of qualifications is the overcoming of obstacles, especially thosedealing with qualifications, that citizens of a State can be found for access to exercise a professionalactivity in another. The main beneficiaries are therefore not professionals and students.This recognition of diplomas only applies to nationals• The 27 member states of the European Union: Germany, Austria, Belgium, Bulgaria, Cyprus,Denmark, Slovakia, Slovenia, Spain, Estonia, Finland, France, Greece, Hungary, Ireland, Italy,Latvia, Luxembourg, Lithuania, Malta, Netherlands Netherlands, Poland, Portugal, UnitedKingdom, Czech Republic, Romania, Sweden.• The 3 states signing the agreement on the European Economic Area: Norway, Iceland,Liechtenstein.• Switzerland, under a bilateral agreement with the European Union.The Ministry of Education, through the Department of Qualifications and Recognition ofQualifications, is the coordinating body in Spain for the implementation of Directive 2005/36/EC on therecognition of qualifications.Competencies for professional recognition are:A) In the General State Administration• Ministry of Foreign Affairs and Cooperation : Sworn.• Ministry of Defence: Ordnance Engineering, Naval Weapons Engineering, Construction andElectrical Engineering.• Ministry of Economy and Finance: Insurance Actuary, Agent and Customs agent, accountant,economist, Enabled Pensions.• Ministry of Education: Biologist, School Teaching, Primary School Primary SchoolTeacher Secondary School, University Professor, Professor of Art Education, Professor ofLanguage Education, Professor of Athletic Training, Vocational Teacher, Psychologist .• Ministry: Aeronautical Engineer, Civil Engineer, Canales y Puertos, Aeronautical Engineer in therelevant specialty, Public Works Engineering in the relevant specialty, Surveying Engineer, CabinCrew.Page 5/5

• Ministry of Industry, Tourism and Trade: Sales Agent, Industrial Property Agent, Gunner-Barrena, Diploma in Business and Commercial Professor, Physics, Industrial Engineering, MiningEngineering, Naval and Ocean Engineering, Telecommunication Engineering, Industrial Engineerin the relevant specialty, Engineer of Mines in the relevant specialty, Naval Engineer in therelevant specialty, Telecommunications Engineer in the relevant specialty, Perito Mercantil,Chemical, Technical, Business and Tourist Activities.• Home Office: Private Detective, Private Schools Director of Drivers, Security Director, Save theCountry Private, Private Storage Field: Specialty wardens Maritime Security Chief, ProfessorRoad Training, Security Guard, Security Guard: Guard Private security guards: VigilanteExplosives.• Ministry of Justice: Attorney, Attorney.• Ministry of Environment and Rural and Marine Affairs: Winemaker, geologist, agriculturalengineer, Forestry Engineer, Agricultural Engineer in the relevant specialty, Forestry Engineer inthe relevant fields.• Ministry of Planning Policy: Administrative Manager.• Ministry of Health and Social Policy: a biologist specializing in health sciences, Biochemicalspecialist in a specialty of Health Sciences, dentist, nurse responsible for general care, NurseSpecialist, Specialist Hospital Radiophysics, Pharmacist, Pharmacist Specialist, Physiotherapist,Speech Therapist, Midwife, Medical, Medical Specialist, Nutritionist / Dietitian, optometrist,podiatrist, psychologist specializing in Clinical Psychology, a Specialist Chemical Specialty HealthSciences, Occupational Therapist, Veterinarian.• Ministry of Housing, Architect, Technical Architect.• Ministry of Labour and Immigration: Social Degree, Graduate Diploma or Diploma in SocialRelations.B) The authorities of the Autonomous CommunitiesA relevant bodies of the Autonomous Communities their rightful recognition of the following professions:• Diver, Captain of Fishing Competition Sailor, Decorator, Draftsman, Tour Guide, PressureEquipment Installer, Installer, Low Voltage Installer Heating & Air Conditioning, Plumbing, GasInstaller, refrigeration, installation electrician , Mechanical Naval Staff (Fisheries sector), NavalMechanic (Fisheries sector), Coastal Skipper Versatile, Height Master (Fisheries sector), Patronof Litoral (Fisheries sector), Local Pattern Fishing, Wine Production Technician, TechnicalSpecialist viticulture Care Technician Nursing Assistant, Pharmacy Technician, Technician inPathology and Cytology, Senior Technical autoprosthesis, Dietetic Technician, Technician inHealth Documentation Oral Hygiene Technician, Senior Technician in diagnostic imaging ,Technician in the Clinical Diagnostic Laboratory, Higher Technical Orthoprosthetic, DentalProsthetic Technician, Technician in Radiation Therapy, Environmental Health Technician,Technician in Prevention (Higher Level), Senior Technical Professional Risk Prevention(Intermediate Level) .Who is responsible for those definitions and accreditation?University Level: Public body General Subdirection of Titles/Diplomas and Qualifications Recognitionruled by Ministry of EducationPage 6/6

VET Level: Recognition based on the new system describe by The Real Decree 1224/2009 forCompetences Acquired via Labour Experience Recognition: Regional VET Authority of eachAutonomous Community.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within theformal education and training system for easing access to education abroad?Please describe those briefly.The Ministry of Education promotes a variety of programs for international studies via 2 areas of internationalprograms:Programs with EuropeThe Ministry of Education participates, cooperates and promotes activities for the research, development andpromotion of learning throughout life (ALV / LLL), through the European Union itself, the European Commission andother institutions, from which to promote activities, meetings, forums and research work on issues such asrecognition and validation of experience and prior learning, basic skills, quality of learning processes, teachertraining, teaching methodologies and learning.The Government Body OAPEE is in charge for managing EU programs on Education area: Comenius, Erasmus,Leonardo Da Vinci, Grindivig, Study visits.The Autonomous Agency for European Educational Programmes is tomanage the Spanish participation in the Lifelong Learning Programme (PAP) of the European Union.Programs with IberoamericaTraditionally, the Ministry of Education participates, cooperates and promotes activities for the research,development and promotion of learning throughout life (ALV / LLL) in Latin America:• PAEB (programs to support and encourage the training of young people and adults, the ALV in general).o PREABOL (Bolivia).o PRODEPA (Paraguay).• RIEJA , Iberoamerican Network for Basic Education, Youth and Adults, which aims to bring together thecontributions of all Latin American countries and promote the education of young people and adults in theLatin American world.• Vulcan Project, which supports and encourages "entrepreneurial culture in popular culture centers inHonduras.• CLASSROOM MENTOR in Latin America: in non-formal training in online and distance. The offerfrom Mentor in Spain is repeated in some Latin American countries (Costa Rica, Paraguay ...) whosenumber is progressively increased through the relevant partnership agreements.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist foraccessing learning outcomes from non-formal/informal learning? e.g.:__ access to education and training programmes;__ admission to exams to acquire formal qualifications/certificates/diplomas;__ access to other forms of validation or transfer of learning in order to obtain a formal qualification(partial or full).Please describe those briefly.Page 7/7

The very recent national system for Assessment/Validation/Evaluation and Accreditation (Certification)was established legally since July 2009 via Law Real Decree 1224/2009 .System Management is descentralized to each Region where regional competente bodies (Governemntagencies linked to Education and Labour Ministries) will undertake the task of structuring andimplementing the system.It will benefit from this system Workers and Students who will be able to validate their knowledge acquiredby any means (formal and non formal/ informal education). Globally the system comprehends 3 parts:1 – Previous Assessment2 – Evaluation of Competences3- Acreditation (Certification total or partial) & Registration of Professional Compence and/or Qualification.Note: A Qualification is comprised by a series of Competence Unities. Each competences unitecorresponds to 1 training module and to 1 certificate. Example:Welding Qualification comprises 4 Competences Unities1 Training Module finalized = 1 Competence unity acquired =1 Certificate obtained ( partial)4 Training Module finalized = 4 Competence unity acquired = Final Certificate obtained ( total)1 Certificate is a document issued by Ministry of Labour linked entities1 Title is a document issued by Ministry of Education linked entities1 Final Certificate obtained via Ministry of Labor entities = 1 Title obtained via Ministry of EducationentitiesAssessment Evaluation Acreditation ( Certification Partial or Total)It takes place after AssessmentWHENPrevious to CompetencesEvaluation Processin Oficial Centers for thispurpose defined by RegionalEvaluation PositiveEvaluation NegativeBodiesCandidate Presentsdocumental/verbalevidences of CompetencesPractical and theoreticalWHATin relation to theQualification and theevaluation of Competenceunities related to certainCandidate Obtains Oficial Recognition of hisKnowledges and SkillsCanditade goes back toAssessment phaseCompetences Unities heQualificationwants obtain officialrecognitionCandidate wants to obtaina formal recognition of hisWHYknowledge ( certificateand/or title ( total or partial))related to certainqualification. System needsto pre-assess its knowledgeto provideorientation/guidance inCandidate needs todemonstrate he has theknowledge and skills describedat the National QualificationCatalogue in relation to a certainQualificationAcreditation is necessary to issue oficialrecognition & registration that candidate isQualified in certain Qualification and to berecognized by Ministry of Labour and Ministryof Education linked entities throughout theterritory.relation to how to undertakethe evaluation processPage 8/8

Diferent methods:Job positionobservation, simulations,standard tests, personalTOOLSQualification AcreditationCallinterviews. Group of expertevaluators comprises EvaluationComission. Evaluators andAn accreditation document is issued whichcontains separetly the Competences UnitiesrecognizedCandidate Guides. Necessaryequipments & instalations tocarry out the evaluationAn Accreditation is issued detailing thecompetences unities recognized. Thisdocument will provide later a Certificate (Qualified Officers topartial/total - Ministry Labour Document) forundertake the candidateeach competence unity candidate approved.pre-assessmentA Total Certificate is issued for thequalification where candidate proved to becompetente in all competences unitiesevaluated.A Title ( total) is issued for the qualificationPre Assessment Positivewhere candidate proved to be competente inall competences unities evaluated. ( Ministryof Education Document.Registration Process: Candidate Certifications( total / partial ) and/ or Title is registrated in aState Central Database that can be accessedAssessement Reportissued + CandidateDocuments sent toEvaluation Comissionby either Ministry of Labour Agencies andMinistry of Education Agencies. Thisregistration will allow both entities torecognize worker/studentqualification/certification and will allow him tomigrate between both educational systemsbeing his knowledge convalidateautomatically between themPre Assessment NegativeAssessement Reportissued +Candidateinformed aboutcomplementary trainingrequired and educationalcenter where training isprovidedCandidate wants toundertake evaluationanywayAssessement Reportissued + CandidateDocuments sent toEvaluation ComissionPage 9/9

4 Quality management / Quality assurance__ Which forms of quality management / quality assurance do exist?Quality management / quality assuranceThe assessment of the general educational system with regard to non university courses is carried outby the Ministry for Education and Science through the National Institute for Assessment and Quality of theEducation System. (INECSE). The competencies in this organism is to evaluate the degree of adquisitionof minimum teaching established by the different levels, cycles and levels in the education system; carryout research, studies and assessment of the system; assess the general reform of the system, such asthe struchure, standard reached and results of the innovations introduced; develop a state system ofpointers which allow for the assessment of the level of efficiency for the different courses and theircentres; offer and exchange information with the educational Administrations to facilitate decision making;inform different sectors of society on the working and results of the educational system; publish anddistribute the results of the assessments carried out, and inform on the innovations in the assessmentprocess. Also a proposal of initiatives and suggestions which could contribute to the improvement of thequality of teaching and state co-ordination in international studies.In 1995, instigated by the advisory boards of Universities, the National Assessment Plan of the UniversityStandards was set up. Its objectives are to promote the institutional assessment of quality in theeducational environment, research and university management organization; develop homogeneousmethodologies and common basic criteria for the assessment of compatible quality with the practise inforce in the European Union, and give objective information to society, as well as to the educationalAdministrations and the University advisory boards, which can serve as a base for making decisions.Non university educationThe assessment units in the different autonomous communities collaborate with INECSE in the differentassessment activities of the Spanish educational system, these units are in charge of assessing theeducational system in their area. The LOCE has established that the Ministry of Educationa and Science,through INECSE, and in collaboration with the Autonomous Communities, and within the generalassessment framework of the educational system, will develop general assessments of diagnostics onareas and subjects. These assessments are carried out, in any case, in Primary and CompulsorySecondary Education and the basic material of the curricula will be discussed. For the moment thedevelopment of this measure has not been approved yet. Assessment of the educational centres is twofold:internal assessment, carried out by the teachers themselves, and external evaluation, carried out byspecialists in assessment, normally by Education Inspectors. In any case the Autonomous Communitiesare in charge of determining and getting a plan of action going in the management areas, all of whichhave the same objectives and basic characteristics. The norms indicate that the educationalAdministrations should develop plans to assess the educational public function, the function ofManagement and Education Inspection. The norm indicates that the educational Administration shoulddevelop plans to evaluate the function of the public education, management function and educationinspection.University EducationPage 10/10

In 2001 the II Quality Plan of Universities was approved over a six year period with institutionalassessment projects. The Plan adopts a mixed model of recognised assessment used in the internationalunivsersity systems, which takes into consideration an internal revision process (self assessment)together with external assessment (assessment in pairs). The University Advisory Board develops anannual report in which the results of the Plan are collected globally. Some Autonomous Communitieshave created Assessment Agencies in the University which is coordinated with the National AssessmentPlan. This is the case of Andalusia, with its own unit for the Quality of Andalusian Universities. (UCUA);Cataluña with the Quality Agency for the University System (AQ); the Quality Agency for the UniversitySystem in Galicia, and in Castilla and León, the Agency for the Quality of the university system. On theother hand you have the assessment of the university professors, in which you must distinguish betweenthe assessment of teaching and research. As an external mechanism of assessment of the quality of theuniversity system, the Organic Law of Universities created a National Agency for Assessments andCredits(ANECA). The latter assesses both teaching and research, academic and management, as wellas the services and university programmes.NQFThe law 5/2002, June 19th of Qualifications and VET dedicated its chapter IV to quality and VET systemevaluation. Th evaluation of the national system of VET aims to guarantee the efficacy of its actions andits adequacy to the labour market. Processess evaluation establishment and coordination is CentralGovernment responsability, under previous consultation to the General Committe for VET withoutpredjudice of regional competences.Which measures are used to avoid mislinkings between the NQF and the EQF?There is no such specific measures put in place at the moment.__ Have you already identified any mislinkings between qualifications within the NQF and the EQF? If so,please describe briefly.There is no such specific measures put in place at the moment.__ Which strengths and which weaknesses do you see concerning the NQF?Main strengths:1- Unification of VET system which run previously in 2 ways one ruled by Ministry of Education andother ruled by Ministry of Labour. Now both are referenced by a Unified national qualificationcatalogue and recognized each other qualifications pathways.2- Permeability between formal VET education system, VET system ( non formal education) amdUniversity System.Main weaknesses:1- Central National Qualification Catalogue update is still slow in relation to changes of the labour marketand technology.2- NQF is not integrated in SQFPage 11/11

3- Homologation and Recognition at University Level is still a lengthy and bureaucracy process.In what way do these strengths/weaknesses influence the referenceability to the EQF?The fact that EQF is already referenced at NQF VET level is a very positive aspect since this part of NQFhas been implemented quickly on daily educational procedures. However the usage of the EQF levelitself as a mobility tool is rather poor or even inexistent at the moment.As far University level the process is not straightforward yet even among EU countries. This hinders oneof the main targets of EQF: free movement of workforce throughout Europe. This hinders also theattraction and permanence of Talent in Europe, which is crucial for Economic Development and havepositioning Europe behind United States, Canada and Australia.Page 12/12

1 Structure and levels of NQFFor countries that already have an NQF or plan to introduce an NQF:__ How many levels does/will the NQF have?The German NQF (DQR) has 8 levels__ What kind of descriptors are/will be used (learning outcomes, dimensions)?Learning outcomes in the dimensions subject related competence (Fachkompetenz) and PersonalCompetence (Social Competence and Selfcompetence/Independence). The term Competence in theGerman QF is used in the sense of a comprehensive professional competence and not compatiblewith the term competence - as a dimension of qualification - used in the EQF.__ Are the same descriptors used for all qualifications/sectors?No__ Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency,coherence), a focus on regulating the existing system (quality, accountability) or a focus ontransforming system (new standards and new provision)?Focus on coordinating__ Are there already revisions of the NQF planned?NoFor countries that don’t plan to introduce an NQF:__Are there plans to implement the EQF? If so, please describe.2 Segments of the educational system__ Which segments of the educational system are differentiated in your country (e.g. GeneralEducation, Vocational schools / dual system 1 , VET, Higher Education, Adult Education)? Pleasegive a short survey in note form.General Education : according to our federal system we have different types of schools (Grundschule(1.-4- Schuljahr) Hauptschule (5.-9.Schuljahr), Realschule (6.-10- Schuljahr, Übertritt nach 1. JahrHauptschule), Gymnasium (Übertritt nach 4. Klasse Grundschule oder 5. Klasse oder nach Beendingungder realschule mit Prüfung und Wiederholung der 10. Klasse) oder Gesamtschule)Berufsschule/Vocational school in combination with vacational education and training in companiesVET system / dual System (3 Referencing the EQF1 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two differentsites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocationalPage 3/5

__ Which tools are used to create an interface to EQF?Nothing in planning yet__ How are interfaces between the NQF and the EQF defined? How is it managed? How are learningoutcomes from EQF accredited in the NQF? How are qualifications from an education abroadgenerally accredited? Who is responsible for those definitions and accreditation?The NQF is linked via the levels to the EQF onlyFor the other questions a own study would be necessary because several instruments are in use but neverused from all actors__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within theformal education and training system for easing access to education abroad?Please describe those briefly.Access to education abroad means to follow the national requirement or bilateral agreements. A lot ofbilateral agreements are available__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessinglearning outcomes from non-formal/informal learning? e.g.:At the moment under deep discussion –it is expected to have solutions available in approx half year__ access to education and training programmes;__ admission to exams to acquire formal qualifications/certificates/diplomas;__ access to other forms of validation or transfer of learning in order to obtain a formalqualification (partial or full).Please describe those briefly.What is expected???4 Quality management / Quality assurance__ Which forms of quality management / quality assurance do exist? Which measures are used to avoidmislinkings between the NQF and the EQF?To early to answer this question – no activites are going on in this fields at the momentThe levels of the formal qualifications of the DQR are consistent with the EQF. This means you cannotrefer a training course in Volleyball to level 5 (this was an example showed by Malta) But as descriptorsare hermeneutic categories the whole referencing process can not be proved (validated) in terms ofvalidity and reliablity.__ Have you already identified any mislinkings between qualifications within the NQF and the EQF? Ifso, please describe briefly.There is no systematic and valide study available for answering this question__ Which strengths and which weaknesses do you see concerning the NQF? In what way do thesestrengths/weaknesses influence the referenceability to the EQF?(guess, I answered this question already in the other questionnaire: I can only name strengths andweaknesses when I know the measure; strengths and weaknesses concerning what ? What mayappear as a strength from one perspective may appear as a weakness from an other point of view –from my point of view the EQF cannot be the measurement; second, problems of a properreferencing result mainly in inadequate or deficient descriptors in the EQF and not in inadequatedescriptors of sectorframeworks or domain specific frameworks or NQFs; so there are manyPage 4/5

Page 5/5functional competence as well as social competence descriptors in sectoral frameworks and in partsof the German NQF not being addressed in the EQF. But this incompatibility, influencing thereferenceability negatively - cannot be considered as a weakness of the sectoral frameworks or theNQFs. From my point of view the EQF is not a metaframework. Metaframework means aframework of frameworks. The EQF doesn’t fulfill this claim, because he doesn’t cover allcategories and descriptors of frameworks. The establishment of an metaframework wouldpresuppose that the frameworks having to be considered already exist. A metaframework as well asfor example a metaevaluation is always the second step. In other words a metaframework hast to becapable to address and to refer to the other frameworks and not in reverse order.

Overview of National Qualification frameworks - Project-Nqf-Sqf

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