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The second Cedefop overview on the development of national qualifications frameworks (NQF) confirms the importance and priority attributed to the development of national qualifications frameworks (NQF) across Europe. Thirty-one countries (27 members of the European Union, the candidate countries Croatia and Turkey and European Economic Area countries (Iceland and Norway) are developing or implementing a national qualification framework. These frameworks help link national systems of qualification to the European Qualification Framework. Member States also see them as tools that support national reforms and coherent lifelong learning policies. NQFs are instrumental in promoting the use of the learning outcomes approach and in addressing barriers between vocational education and training and higher education in Europe.
Qualifications systems are useful tools for modernising education and training. This publication focuses on the reality of policy development in different countries. After reminding the reader that education and training systems, and therefore qualifications systems, are always closely integrated with a country’s social and cultural priorities, this volume shows that there is evidence from a range of countries that learning can be enhanced by developing the recognition of learning through qualifications and by defining qualifications levels.
National qualifications frameworks (NQFs) (1) have, during the last five years, turned into key instruments for the restructuring and reform of education, training and qualifications systems in Europe. While very few countries had considered this approach prior to 2005, the situation today is very different. As this report will show, the majority of EU and EEA countries (as well as candidate countries to the EU) are currently working actively on the development and implementation of national frameworks (2). While the number of countries having fully implemented an NQF is still low (Ireland, France, Malta and the UK), almost all EU and EEA countries are now signalling that they will introduce comprehensive, overarching NQFs covering all parts of their education, training and qualifications systems.
Qualifications are a key element of higher education policies in general and of the Bologna Process in particular. Much work has been accomplished in this area over the past few years, and a proper understanding of qualifications is essential to making the European Higher Education Area a reality. This book provides a systematic overview of the concept of qualifications, discusses its main elements, such as Ievel, workload, quality, profile and learning outcomes, examines generic and subject-specific competences. The author also considers the development of qualifications frameworks and explores the impact of our understanding of the concept of qualifications on recognition.Sjur Bergan is Head of the Department of Higher Education and History Teaching of the Council of Europe, a member of the Bologna Follow-Up Group and one of the authors of the Council of Europe/UNESCO Recognition Convention. He has played an active role in the development of the overarching qualifications framework of the European Higher Education Area.
Initial work on the European qualifications framework (EQF) started 10 years ago, in autumn 2004. Partly triggered by this initiative, qualifications frameworks have since become integral parts of almost all education and training systems in Europe. Outside Europe, more and more countries and regions (such as Asia-Pacific) are rapidly developing and implementing qualifications frameworks. Over this period, Cedefop has been systematically mapping and analysing emergence of qualifications frameworks in different settings and for different purposes.--
This Cedefop report reviews progress made across Europe during 2007-10 in developing guidance policy coordination, quality assurance mechanisms, access to services and career management skills. According to the review, the overall EU policy framework and changed economic conditions are bringing national governments and authorities (policy level), guidance communities (practice) and academic bodies (research) closer and building collaboration, consensus and partnerships. Together they are locating assets and resources, identifying and engaging stakeholders, defining and completing joint goals and objectives, and balancing a diverse range of interests in order to achieve success. Increasing cooperation among guidance stakeholders aims at creating better synergies between the different sectors (education, training, employment), levels (European, national, regional, local) and guidance service providers (educational institutions, public employment services, guidance centres). A synthesising observation is that a future challenge for Europe will be to define the characteristics of a lifelong guidance system and to agree on what needs to be done next to make such a system a reality to support lifelong learning, better employability, sustainable employment, social inclusion and active citizenship for all.
This volume presents the major outcomes of the third edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 3) which was held on 27-29 November 2017. It acknowledges the importance of a continued dialogue between researchers and decision-makers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2018-2020 European Higher Education Area (EHEA) priorities. The Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC) has already established itself as a landmark in the European higher education environment. The two previous editions (17-19 October 2011, 24-26 November 2014), with approximately 200 European and international participants each, covering more than 50 countries each, were organized prior to the Ministerial Conferences, thus encouraging a consistent dialogue between researchers and policy makers. The main conclusions of the FOHE Conferences were presented at the EHEA Ministerial Conferences (2012 and 2015), in order to make the voice of researchers better heard by European policy and decision makers. This volume is dedicated to continuing the collection of evidence and research-based policymaking and further narrowing the gap between policy and research within the EHEA and broader global contexts. It aims to identify the research areas that require more attention prior to the anniversary 2020 EHEA Ministerial Conference, with an emphasis on the new issues on rise in the academic and educational community. This book gives a platform for discussion on key issues between researchers, various direct higher education actors, decision-makers, and the wider public. This book is published under an open access CC BY license.
For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital. This book examines how qualifications, knowledge, skills and competences are understood in different national contexts and trans-nationally and reveals a complex picture of differences and similarities both within and between countries. Against the background of EU policy initiatives, and in particular the European Qualifications Framework, an important focus is on the prospects and difficulties of establishing cross-national recognition of qualifications. Drawing on case studies of particular sectors and occupations in England, France, Germany and the Netherlands, this insightful book, written by leading academics in the field, will be a vital resource for students and researchers involved with vocational education and training, continuing professional development, human resource management and European Union policy.