European Frameworks of Reference for Language

Competences

Waldemar Martyniuk Language Policy Division, Council of Europe / Jagiellonian University, Poland

Documents analysed• Council of Europe, 2001: Common European

Framework of Reference for Languages: Learning, teaching, assessment

• OECD, 2003: The PISA 2003 Assessment Framework

• Commission of the European Communities, 2005: Towards a European Qualifications Framework for Lifelong Learning

• Commission of the European Communities, 2005: Proposal for a recommendation of the European Parliament and of the Council on key competences for lifelong learning

• Commission of the European Communities, 2006: Proposal for a recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning

Aspects analysed

• Function• Approach • Parameters / Categories of description• Descriptors• Levels

CEFR

• European framework of reference for development and assessment of proficiency in FL by adult learners

• Common meta-language and common reference points for plurilingual education (FL)

• Action-oriented approach • Descriptive Scheme for language

learning/use• 6 (9) Common Reference Levels

The CEFR – core elements

• Comprehensive description of language user/learner and language use/learning

• Common reference levels of language proficiency

• Scales of illustrative descriptors• Self-assessment scales• Curriculum scenarios for a coherent

approach to plurilingual education• The concept of „a toolkit”

PISA• International assessment

framework• Assessing literacy of young adults

at the age of 15• Monitoring outcomes of

educational systems• Dimensions of reading literacy• 5 levels, 5 subscales, one

combined scale

PISA – assessing literacy

• „Human capital” (OECD definition)• Aim of PISA• Definition of Literacy• Definition of Reading literacy

PISA – Reading literacy

• Processes (aspects)• Content (knowledge and

understanding)• Context of application (situations)

= CEFR domains

PISA – Reading literacy: levels

• Mean score: 500 points• 5 levels• Level descriptors• Composite item map

EQF• European meta-framework of reference

for qualifications as learning outcomes• Enabling qualifications to be related to

each other; facilitating transfer and recognition; increasing transparency and supporting mutual trust; quality assurance

• Learning outcomes: knowledge, skills, (wider) competences

• Key competences integrated (Level 2)• 8 levels, 3 scales

EQF-elements

• Common reference points (levels and scales)• Tools and instruments:

– Integrated European credit transfer and accumulation system for lifelong learning (ECTS + ECVET);

– Europass scheme:• CV• Language Passport• Certificate Supplement• Diploma Supplement• Europass Mobility

– Database on learning opportunities (Ploteus portal)• Set of common principles and procedures

(addressing quality assurance, validation of formal and informal learning, guidance and counselling, and promotion of key competences)

EQF-levels and scales

• 8 levels: – 1-2: compulsory education– 3: upper secondary or adult education– 4: end of upper secondary / post- compulsory

education; „gateway to HE”– 5: completion of post-secondary; „short cycle”

within the first cycle of HE– 6: HE, first cycle– 7: HE, second cycle– 8: HE, third cycle

• 3 scales: – reference levels (ability descriptors)– supporting information (educational context)– indicators of level of qualification (recognition)

EQF – Key competences

• A framework of reference for competences to be acquired at the end of compulsory schooling

• Supporting national policies• 8 Key competences• Descriptors: knowledge, skills,

attitudes

EQF – Key Competences – Communication in MT

• Definition• Knowledge• Skills• Attitudes

EQF – Key Competences – Communication in FL

• Definition• Knowledge• Skills• Attitudes

Summary• CEFR, EQF: descriptive European meta-

frameworks• PISA: international assessment framework• Competence based (CEFR, PISA, EQF-Key

Competences); focus on learning outcomes (EQF)

• Common target group: young adults (end of compulsory education)

• Lifelong learning concept• Overarching framework structure:

– A descriptive scheme– Reference levels and scales– Tools and instruments for implementation– An assessment scheme (with background surveys) – Guidelines and procedures for quality assurance

Conclusions

• Need for closer cooperation on European and international level

• Issues for discussion:– To what extent is a competence based

approach suitable for LE?– Which elements of the overarching

framework structure might be developed for LE?

– What other elements might be needed?– How to relate an LE framework to the

existing frameworks?