Post on 27-Mar-2015
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EQF: the progress of the implementation
European Conference, Tiptoe project
Brussels 17 June 2010
Loukas Zahilas, Senior Expert, qualifications and learning outcomes
loukas.zahilas@cedefop.europa.eu
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Structural Challenges
• Shift to a society in which the older segment of the workforce and the already elderly will form a new majority
• Towards knowledge and skills intensive occupations
• Better educated European citizens amongst youth and women but still high share of low skilled
• Mismatches due wrong/unbalanced skills and competences
Loukas Zahilas2
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Thinking beyond recovery
Working age population will start decline from 2013
The only expected growth is amongst those aged over 50.
The number of those aged over 65 in relation to those aged 15-64 will increase from 26% in 2008 to 38% by 2030 Changes in population and workforce 2010-2020
by age category (EU 27 + NO + CH)
Impact on jobs and skills:More elderly and an older workforce
Source: Cedefop, 2010
-8,000
-6,000
-4,000
-2,000
0
2,000
4,000
6,000
8,000
15-19 20-29 30-39 40-49 50-59 60-64
Population
Labour Force
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Demand for qualifications rising
0
50
100
150
200
25020
00
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
Mill
ion
job
s
Low qualifications Medium qualifications High qualifications
22% 29%
50%50%49%
15%21%29%
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Source: Cedefop, 2010
Loukas Zahilas4
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Our view on qualifications has developed considerably over the past few years. Qualifications are at the centre of the policy agenda and our understanding and use has changed significantly.We are gradually moving to a more developed view of the elements that make up a qualification
Qualifications; an old concept, a new role
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Qualifications as currenciesQualifications are carriers of information for:•Individuals: qualifications signal personal, social and professional status •Employers: recruitment purposes •Education and training institutions: use qualifications as statements of quality
Qualifications can signal the level and value of specific learning experiences and learning outcomes
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Inflated qualifications?
Not only may the value of formal qualifications be inflated (higher qualifications are required for jobs at a lower level of knowledge, skills and competence), the value of alternative forms of learning may be systematically overlooked.
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The relativity of value
It is important to distinguish between the level and the quality of qualifications. The quality of qualifications should be assessed in relation to their purpose.
The value of qualifications can also depend strongly on the frame of reference in an evolving labour market
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• After just 6 years we can say it is already a success; a lot have been achieved
• Provides an opportunity for European cooperation and national reform
• Meeting future challenges. The necessity to address a number of issues
EQF
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More & more countries use learning outcomes for qualifications frameworks, standards, curricula and assessment.
Broad agreement about how LO can• increase transparency and strengthen accountability ;• Introduce a common language enabling comparison of
qualifications
Current challenges• Some sectors (general education) are lagging behind;• Some countries lack commitment or apply LO in a non-
coherent way;
Shift to Learning Outcomes
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EQF has acted as a catalyst for NQF developments in Europe.
The importance and priority attributed to NQFs across Europe is confirmed; All 31 countries are developing/introducing an NQF;A clear trend towards comprehensive NQFs covering all levels and types of qualifications;The ambitions and degree of integration/coherence vary between countries;The degree of involvement of stakeholders varies between countries – an important indicator for the future impact of the frameworks.
Cedefop overviews NQF developments in: 27 EU member states, 2 EEA countries (IS, NO), 2 candidate countries (HR, TR) and covers a total of 34 frameworks (2 in Belgium, 3 in the UK)
EQF and NQFs
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UNITED STATES of AMERICA
CANADA
ALASKA (USA)
MEXICO
COLOMBIA
VENEZUELA
BRAZIL
PERU
BOLIVIA
HONDURAS
NICARAGUA
ECUADOR
GUYANA
SURINAME
FRENCHGUIANA
COSTA RICA
PANAMA
GUATEMALA
CUBA
PARAGUAY
ARGENTINA
URUGUAY
CHILE
GREENLAND
ICELAND
UNITEDKINGDOM
REPULIC OFIRELAND
NORWAY
SWEDEN
FINLAND
DENMARK
ESTONIA
LATVIA
LITHUANIA
POLAND
BELARUS
GERMANY
CZECHREPUBLIC
NETHERLANDS
BELGIUM
FRANCE
SPAIN
PO
RT
UG
AL
SWITZ.
AUSTRIA
SLOVAKIA
HUNGARY
ROMANIA
BULGARIA
ITALY
UKRAINE
TURKEYGREECE
SYRIA
IRAQ
SAUDIARABIA
YEMEN
OMAN
UAE
EGYPTLIBYA
ALGERIA
MOROCCOTUNISIA
WESTERN SAHARA
MAURITANIA
MALINIGER CHAD
SUDAN
ETHIOPIA
SOMALIAUGANDA
SENEGAL
GUINEA
LIBERIA
COTED’IVOIRE
BURKINA
GHANA
NIGERIA
CAMEROON
CENTRALAFRICAN REPUBLIC
GABON CONGO
DEMOCRATICREPUBLIC OF
CONGO
KENYA
TANZANIA
ANGOLA
ZAMBIA
MO
ZAM
BIQUE
NAMIBIA
BOTSWANA
ZIMBABWE
REPUBLICOF SOUTH
AFRICA
MADAGASCAR
RUSSIA
KAZAKHSTAN
GEORGIA
IRAN
UZBEKISTAN
TURKMENISTAN
AFGHANISTAN
KYRGYZSTAN
TAHKISTAN
PAKISTAN
INDIA
CHINA
NEPAL
MYANMAR
THAILAND
SRILANKA
MONGOLIA
NORTHKOREA
SOUTHKOREA JAPAN
TAIWAN
CAMBODIA
LAOS
VIETNAM
PHILIPPINES
MALAYSIA
INDONESIA
PAPUANEW GUINEA
AUSTRALIA
NEWZEALAND
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EQF the external dimension
Loukas Zahilas
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Roles and functions of NQFs
Most NQFs in Europe are presented as communication frameworks; Communication frameworks increase the transparency of the existing qualifications systems - they do not suggest to change them;In some countries communication frameworks represent a first step - in some cases opening up towards reforms; The reforming role of NQFs will depend on their ability to influence the way qualifications are designed and awarded;NQFs may operate according to different objectives and ambitions in different E&T sub-systems.
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An opportunity to develop more user oriented qualifications systems
• by facilitating recognition of LLL and opening up towards validation of prior learning
• by clarifying learning pathways & providing internationally recognisable levels for qualifications
A challenge as
1. More countries must reference to the EQF to make it a reality for individuals
2. EQF must be visible in certificates and diplomas3. Issues of progression and transfer must be explicitly
addressed
The Individual Citizen
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EQF can facilitate recognition by•strengthening the transparency of qualifications;• strengthening cooperation and mutual trust• by establishing a common reference point for qualifications
Challenges• Coordination with established recognitions structures at national and European level (ENIC and NARIC)• Problematic relationship to the Directive (2005/36) on Recognition of Professional Qualifications; need to improve cooperation and links between the EQF and the Directive
Recognition
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EQF provides an opportunity, through its reference levels and descriptors, to clarify how to turn the EQF into a (common) reference point also for qualifications awarded by sectors and companies
Challenge: How these qualifications can be referenced to the EQF?
Sectors
(1)
(1)
(2)
(2)and
(3)(3)
(4)
“soft linking“Sector uses the EQF levels, principles and methodology and claims a certain EQF link: no verification through a final formal European referencing process
“hard linking”The sector qualification is included in EQF through a formal European referencing process between the sectoral QF and EQF
“soft linking”Before the NQF is formally referenced to EQF
“hard linking”By formally referencing the NQF to EQF
(5)
(6)
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If an international sectoral organisation unilaterally aligns its qualifications to EQF levels, what action can be taken? And how can this be prevented?
The body may of course act in full good faith to "show the relationship between international sectoral qualifications and national qualifications systems". On the other hand, deliberate attempts to self-declare EQF levels for given qualifications should be expected, not only from sectoral organisations, but indeed from single learning providers.
Sectors … and the ostrich effect
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Cedefop
18Thanks for your attention