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Guidelines and EU best practices on NQF and RPL/VPL- Example Austria with an excurse to Germany

CONTENTS

BACKGROUND EUROPEAN INSTRUMENTS – EQF NQF - Austria NQF (DQR) - Germany Focus: RPL/VPL – Strategy in Austria „European Vision“

Selected political OBJECTIVES (Bologna – Copenhagen)

European dimension and cooperation Improving transparency of national education systems, Common instruments for quality assurance Developing procedures for validation of non-formal and

informal learning

Attractiveness

Quality Excellence

Relevance Social Cohesion

Accessibility Entrepreneurship

InternationalityMobility Active Citizenship

Innovation Creativity

Flexib

ility

Equity

ACHIEVEMENTS

Key role of „qualifications“ for Europe Strengthened European cooperation in VET – still

behind HE Copenhagen and Bologna – the way ahead Common European instruments/priorities

->EQR, NQR, ECVET, EQARF Direct impact on national education policies

E.g. National Qualifications Frameworks, Validation strategies, Credit systems

EUROPEAN INSTRUMENTS – AN OVERVIEW

Quelle: Cedefop 2011

THE „TOOLKIT“

EQF

NQF

ECVET VALIDATION

ESCO

EUROPEAN QUALIFICATIONS FRAMEWORK

8-LEVEL STRUCTURE AND LEVEL-DESCRIPTORS

8-LEVEL STRUCTURE AND LEVEL-DESCRIPTORS

EQF PORTAL – THE EQF AS A TRANSLATION DEVICE

EQF AND QF-EHEA

Closely coordinated at European level – but still different understanding (systemic thinking!)

EQF level descriptors 5-8 are compatible with Dublin descriptors of QF-EHEA (short cycle – PhD)

ECTS and learning outcomes „Opening of HE“

THE NATIONAL QUALIFICATIONS FRAMEWORK IN AUSTRIA

DEVELOPMENT AND STATUS QUO

2006 Initial consultation on EQF2007 Information for and involvement of stakeholders 2008 National consultation and evaluation of results2009 Analysis of consultation (NQF position paper)2010 Development of criteria and procedures for allocation

and referencing of qualifications; Establishment of NCP2011 Pilot phase simulating allocation of formal qualifications; public outreach by NCP2012 Austrian EQF Referencing Report presented at 15th meeting of EQF Advisory Group in June 2012

2013 Pilot phase simulating allocation of non-formal qualifications

DEVELOPMENT AND STRUCTURE

EQF descriptors served as the basis for national descriptors

8-levels, 3 dimensions Knowledge Skills Competences

Y-Structure !! 3 „corridors“

Formal qualification system Non-formal qualifications Informal learning

Source: National Coordination Point for the Austrian NQF (2011)

http://www.lebenslanges-lernen.at/home/nationalagentur_lebenslanges_lernen/nqr_koordinierungsstelle/nqr_deskriptoren/

(Selected) NATIONAL OBJECTIVES

Anchoring a learning outcomes oriented thinking in national curricula

Realistic positioning of Austrian qualifications on national and european labour markets

Recognition of non-formal qualifications Validation of informal learning

NEXT STEPS

National qualifications database Further development of allocation procedures Development of a possible legal basis Development of procedures for the validation

of informal learning (out of NQF!) Intensified exchange and discourse with

neighbouring countries

DQR – The „succesful“ german approach

OBJECTIVES - DQR

THE DQR… Qualifications should focus on competences and the

learning outcomes process on qualifications-processes!!!!! Supports reliability, permiability and QA in the education

system Supports Recognition of informal learning Supports LLL

and not a tool for designing new entitlements (i.e. certificates) –

NO AUTOMATIC entry in next level has no effect on pay scale or collective agreement

The referencing GRID

The referencing grid

NATIONAL OBJECTIVES II - RPL

• Result of NFL should be allocated. Goal: Procedures and criteria for inclusion

• Should start 2014

• INFL – Procedures for VALIDATION – out of the DQR process and project

• Competence based curricula/programmes should be developed also in the area of NFL

EUROPEAN CREDIT SYSTEM FOR VET

ECVET RECOMMENDATION

Recommendation of the European Parliament and of the Council of 18 June 2009

on the establishment of a European Credit System for Vocational Education and Training (ECVET)

Creating a ‚common language‘ (credit (point) system) as a basis for assessment/recognition/acknowledgement of competences

Technical framework for recognition and accumulation of assessed learning outcomes

ECVET IN AUSTRIA (a „different“ view)

NATIONAL OBJECTIVES

Learning Outcomes Orientation MobilityFacilitates organisation and esp. recognition Permeability Optimizes learning pathways through ECTS compatibilityRecognitionSupports the recognition of prior learning (tool for validation) EmployabilityFacilitates the documentation of acquired competences

ECVET SHOULD

consider learning outcomes and workload if applying ECVET points -> Might not be desirable for all qualifications

be compatible with ECTSIncreased permeability between VET and HE

create synergies with other European instruments (specifically EQF)

be a instrument for recognition

ECVET & ECTS

Both are instruments to foster mobility and transparent curricula

1 year full-time education and training = 60 points Documentation of learning outcomes in all transcripts Quality assured validation procedures shift from input to output Closer linkage between Bologna and Copenhagen

VALIDATION OF NON-FORMAL AND INFORMAL LEARNING

FORMAL LEARNING

INFORMAL LEARNING

Recommendations to Member States

By 2018: National arrangements for validation for NFIL: Opportunities for individuals to validate their knowledge,

skills and competences acquired through NFIL Opportunities to obtain a qualification on the basis of

validated learning outcomes

Validation systems should include: Support for identification of learning outcomes Documentation of learning outcomes Assessment of learning outcomes Certification of learning outcomes (e.g. credits or a full

qualification)

Steps in the validation process

Steps in the validation process

Recommendations to Member States – “Guidelines”

National arrangements should apply the following principles, as appropriate: Be linked to the NQF and be in line with the EQF Information to be widely available Specific targeting of disadvantaged groups Audit of skills and competences ideally within 6

months of an identified need Guidance and counselling system concerned Transparent quality assurance measures

Recommendations to Member States

National arrangements should apply the following principles, as appropriate: Professional development of staff involved in

validation For qualifications obtained on the basis of NFIL: to

comply with agreed standards Use of Union transparency tools (e.g. EUROPASS)

and framework tools Synergies with credit systems (e.g. ECTS, ECVET)

Recommendations to Member States

Promote the involvement of all relevant stakeholders

Foster the participation of employers, youth organisations and civil society organisations

Foster the participation of E&T providers to facilitate access to further learning and to award exemptions/credits for NFIL

Promote coordination between education, training, employment and youth implementation services and relevant policies

FINALLY: 4 Strategic Assumptions – 2 Questions

VPL/RPL “into” levels 5 and 8 are of high relevance for LM

Needs-Analysis is necessary at sectoral level and in cooperation with LM actors and possible “responsible bodies”

EQF is at the moment a tool of comparison of formal qualifications systems – NQFs need to be further developed into NFIFL (s. Germany)

CREDIT systems are a key to recognition (units, workload etc.) – so a common system is needed (ECTC as basis!)

4 Strategic Assumptions – 2 Questions

WHO is the main first target group for piloting VPL/RPL?

WHO is the main “political” driver of VPL/RPL?

Thank you very much for your

attention!