Qualification Frameworks

NUAS, Reykjavik, November 2009

Etelka Tamminen Dahl, University of Bergen

Kvalifikasjonsrammeverk og ENQA -standardene

1) The framework of qualifications for the European Higher Education Area, “Dublin descriptors”

2) European Qualifications Framework for LLL (EQF)

3) Nasjonale rammeverket for kvalifikasjoner

Norge

Danmark

Island

Finland

Sverige

4) Selvsertifisering

5) Standards and Guidelines for Quality Assurance in the European Higher Education Area

“In un giorno non si fé Roma”

Useful links

The Bologna Website

http://www.ond.vlaanderen.be/hogeronderwijs/bologna/

Qualification Frameworks

www.ond.vlaanderen.be/hogeronderwijs/bologna/qf/qf.asp

European University Association

www.Bolognaprocess.net

EU – ECTS User´s Guidewww.ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf

Bologna – prosessen - ministermøtene

Høyere utdanning i Europa

Bologna, 1999 – 29 land

Praha, 2001

Berlin, 2003

Bergen, 2005 – 45 land

London, 2007 – 46 land

Leuven, 2009

Wien/Budapest 2010

Bukarest 2012

Kvalifikasjonsrammeverk – hva er det?

Systematisk beskrivelse av et utdanningssystem i nivåer (læringssystem)

Hvert nivå beskrives med kjennetegn som:

– Antall studiepoeng som kreves for nivået

– Læringsutbytte/-resultater/sluttkompetanse (ikke innsats)

– Studiemuligheter videre/evt yrkesutøvelse

ECTS Users´s Guide 2008

Final version 9.2.2009

ECTS and learning outcomes

Learning outcomes are verifiable statements of what

learners who have obtained a particular qualification, or

completed a programme or its components are expected

to know, understand and be able to do.

As such they emphasise the link between teaching,

learning and assessment.

Learning outcomes statements are typically characterised

by the use of active verbs expressing knowledge,

comprehension, synthesis and evaluation, etc

Terminologi

Norge

Læringsutbytte

”Slik begrepet brukes omfatter det både det som er foreskrevne mål for studentenes læring, samt resultatene av denne læringen slik det kan fanges opp gjennom eksamen og karaktersetting.” NIFU/STEP, Rapport 40/2007

Anbefaling:

- Læringsmål og læringsresultater

TerminologiKvalifikationsramme för videregående uddannelse

• uddannelsesmål

• læringsudbytte

Vidmid um adri menntun og prófgradur

* hafnivedmid

Tutkintojen ja muun osaamisen viitekehys

• osaamistavoite (ammattitaitovaatimus, ammattitutk.)

• osaamistulos, inlärningsresultat (fi.sv.)

Kvalifikasjonsrammeverk

• Læringsutbytte (læringsmål, læringsresultat)

Nationell referensram för examina

• lärandemål

• läranderesultat

Extract from the communiqué of Bologna ministers

responsible for Higher Education , 2005

We adopt the overarching framework for qualifications in

the European Higher Education Area, comprising three

cycles (including with national context, the possibility of

intermediate qualifications), generic descriptors for

each cycle based on learning outcomes and

competences, and, and credit ranges in the first and

second cycles. We commit ourselves to elaborating

national frameworks for qualifications compatible with

the overarching framework for qualifications in the EHEA

by 2010, and to having started the work on this by 2007.

We ask the Follow-up group to report on the

implementation and further development on the

overarching framework.

Ministerkonferansen i Bergen 2005

”Vi vedtar det overordnete rammeverket for kvalifikasjoner i

Det europeiske området for høyere utdanning, med tre

nivåer for grader (inkludert, i nasjonal sammenheng,

muligheten for kvalifikasjoner mellom gradsnivåene),

allmenne deskriptorer for hvert gradsnivå basert på

læringsutbytte og kompetanse, og et definert omfang av

studiepoeng for første og andre nivå. Vi forplikter oss

til å utarbeide nasjonale rammeverk for

kvalifikasjoner som er forenlige med det overordnete

rammeverket innen 2010, og til å ha begynt arbeidet

innen 2007.”

The framework for qualifications for the European

Higher Education Area (Dublin descriptors)

Adopted by the Bologna Ministries in Bergen in May 2005

The framework of qualifications for the European Higher

Education Area

Three Levels/Cycles

Five strands:

1) Knowledge and understanding

2) Applying knowledge and understanding

3) Making judgements

4) Communications skills

5) Learning skills

Learning outcomes

”Learning outcomes:

Statement of what a learner is expectedto know, understand and/or be able to demonstrate at the end of a period of learning.”

(Bologna Working Group on Qualifications Framework)

The framework of qualifications for the European Higher

Education Area, adopted by the Bologna Ministers in Bergen in

2005Qualifications that signify completion of the first cycle are awarded to students who:

• Have demonstrated knowledge and understanding in a field of study that builds upon

their general secondary education, and is typically at a level that, whilst supported by

advanced textbooks, includes some aspects, that will be informed by knowledge of the

forefront of their field of study;

• Can apply their knowledge and understanding in a manner that indicates a

professional approach to their work or vocation, and have competences typically

demonstrated through devising and sustaining arguments and solving problems within

their field of study;

• Have the ability to gather and interpret relevant data (usually within their field of

study) to inform judgements that include reflection on relevant social, scientific or ethical

issues;

• Can communicate information, ideas, problems and solutions to both specialist and

non-specialist audiences;

• Have developed those learning skills that are necessary for them to continue to

undertake further study with a high degree of autonomy.

Qualifications that signify completion of the second cycle are

awarded to students who:

• Have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context;

• Can apply their knowledge and understanding, and problem solving abilitiesin a new or unfamiliar environments within broader (or multidisciplinary) context related to their field of study;

• Have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments;

• Can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously;

• Have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous.

Qualifications that signify completion of the third cycle are

awarded to students who:• Have demonstrated a systematic understanding of a field of study and

mastery of the skills and methods of research associated with that field;

• Have demonstrated the ability to conceive, design, implement and adapt a substantial process of research associated with that field;

• Have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publications;

• Are capable of critical analysis, evaluation and synthesis of new and complex ideas;

• Can communicate with the peers, the larger scholarly community and with society in general about their areas of expertise;

• Can be expected to be able to promote, within academic and professional context, technological, social or cultural advancement in knowledge based society.

18

Quality assurance

Standards and Guidelines for Quality Assurance in the European Higher Education Area – The ENQA-standards:

”Guidelines:

The quality assurance of programmes and awards are expected to include:

* development and publication of explicit intended learning outcomes”

Hvorfor?

Hvorfor rammeverk?

Studenter/kandidater

BEVISSTGJØRING

• Svar på hvilken (generell) kompetanse fullført utdanning gir

• Klar beskrivelse av kvalifikasjonenes innhold øker verdien av Diploma Supplement

• Forståelse av systemet

– Forutsigbarhet bør gi bedre muligheter å planlegge studiene

• Motivering for læring – klare mål

• Godkjenning av tidligere utdanning

• Muligheter for å søke arbeid i et utvidet arbeidsmarked

• Muligheter for avkortning (exemption) av studier (Accreditation of Prior learning; Accreditation of Prior Experiential Learning)

Hvorfor rammeverk?

Lærestedene

• Verktøy for lærestedene i forbindelse med utarbeidelse av studieplaner – Bevisstgjøring i planleggingen

• Kan brukes som evalueringskriterier mot et studieprogram (verktøy for programsensor)

• Styrke institusjonenes arbeid med kvalitetssikringssystemene og kvalitetsutvikling

• Godkjenning av utenlandsk utdanning

• Tydeliggjøre lærestedets forpliktelser overfor studentene

• ”Lärarkollegiet kan öka samsynet” (NSHU)

Norge Nivåbeskrivelsene – 3 nivåer (syklus)

• Det norske nasjonale kvalifikasjonsrammeverket beskriver kunnskaper, ferdigheter og generell kompetanse det forventes at alle kandidater som har fullført utdanning på det aktuelle nivå skal ha.

• Ulike beskrivelser for de tre nivåene, men gyldig for alle kandidater uavhengig fagområde

• Kvalifikasjonsrammeverket er kumulativt – det forutsettes at læringsutbyttet for nivået under er oppnådd, dvs gjentas ikke på nivået etter

1. s

yk

lus

The Norwegian Qualification Framework for Higher Education - First cycle

Knowledge Skills General Competence

The candidate

-has broad knowledge of

important topics, theories,

issues, processes, tools and

methods within the academic

field

-is familiar with research and

development work in the field

- can update his/her knowledge

in the field

-has knowledge of the history,

traditions, distinctive character

and place in society of the

academic field

The candidate

-can apply academic knowledge and

relevant results of research and

development work to practical and

theoretical problems and make well-

founded choices

-can reflect upon his/her own academic

practice and adjust it under supervision

-can find, evaluate and refer to

information and scholarly subject matter

and present it in a manner that sheds

light on the problem

-masters relevant scholarly tools,

techniques and forms of communication

The candidate

-has insight into relevant

academic and professional ethical

issues

-can plan and carry out varied

assignments and projects over

time, alone or as part of a group,

and in accordance with ethical

requirements and principles

-can communicate important

academic subject matter such as

theories, problems and solutions,

both in writing and orally, as well

as through other relevant forms

of communication

-can exchange opinions and

experiences with others with a

background in the field, thereby

contributing to the development

of good practice

- is familiar with new thinking and

innovation processes

1. s

yk

lus

The Norwegian Qualification Framework for Higher Education Second Cycle

Knowledge Skills General Competence

The candidate

- has advanced knowledge

within the academic field and

specialized insight in a limited

area

- has thorough knowledge of the

scholarly or artistic theories and

methods in the field

- can apply knowledge to new

areas within the academic field

- can analyze academic

problems on the basis of the

history, traditions, distinctive

character and place in society of

the academic field

The candidate

- can analyze existing theories, methods

and interpretations in the field and work

independently on practical and

theoretical problems

- can use relevant methods for research

and scholarly and /or artistic

development work in an independent

manner

-can analyze and deal critically with

various sources of information and use

them to structure and formulate scholarly

arguments

- can carry out an independent, limited

research or development project under

supervision and in accordance with

applicable norms for research ethics

The candidate

-can analyze relevant academic,

professional and research ethical

problems

- can apply his/her knowledge and

skills in new areas in order to

carry out advanced assignments

and projects

- can communicate extensive

independent work and masters

language and terminology of the

academic field

- can communicate about

academic issues, analysis and

conclusions in the field, both with

specialists and the general public

- can contribute to new thinking

and innovation processes

1. s

yk

lus

The Norwegian Qualification Framework for Higher Education Third cycle

Knowledge Skills General Competence

The candidate

- is in the forefront of knowledge

within his/her academic field

and masters the field´s

philosophy of science and/or

artistic issues and methods

- can evaluate the expediency

and application of different

methods and processes in

research and scholarly and/or

artistic development projects

- can contribute to the

development of new knowledge,

new theories, methods,

interpretations and forms of

documentation in the field

The candidate

- can formulate problems, plan and carry

out research and scholarly and/or

artistic development work

- can carry out research and scholarly

and/or artistic research work of a high

international standard

- can handle complex academic issues

and challenge established knowledge

and practice in the field

The candidate

- can identify new relevant ethical

issues and carry out his/her

research with scholarly integrity

- can manage complex

interdisciplinary assignments and

projects

- can communicate research and

development work through

recognised Norwegian and

international channels

- can participate in debates in the

field in international forums

- can assess the need for, initiate

and practice innovation

Levels of thinking during the learning process – Benjamin Bloom

The Cognitive Domain

1) Knowledge (lowest level)

* describe, collect, define, describe, present, list, identify

2) Comprehension

* describe, discuss, explain, indicate, interpret, translate

3) Application

* apply, assess, prepare, produce, show, solve, use

4) Analysis

* break down, classify, criticise, investigate, point out

5) Synthesis

* assemble, combine, establish, formulate, generate, summarise

6) Evaluation (highest level)

* assess, criticise, compare, grade, measure, value

The affective domain (attitudes, feelings, values)

The psychomotor domain

Implementering i læreplaner

Undervisningsmetoder og vurderingsformer

Rekkefølge:

1. Læringsmålbeskrivelser

2. Beregning av arbeidsmengde for studentene

3. Valg av undervisningsmetoder (på hvilken måte

skal studenten oppnå læringsmålene)

3. Valg av vurderingsformer

Skal være i overensstemmelse med hverandre!

Undervisning og vurdering

Hvordan kan vi vite om studenten har nådd læringsmålene som vi beskriver i læreplanene og fagemnebeskrivelsene?

Læringsmålene skal kunne

- observeres

- vurderes/testes

- måles

Formulering i en studie/fagplan og i en emnebeskrivelse

om kunnskaper, ferdigheter og generell kompetanse

“Ved fullført bachelorprogram i økonomi og administrasjon skal kandidaten :

…

…

…”

Fem, seks beskrivelser på et generelt nivå

“Ved fullført emne skal kandidaten:

…

…

…”

Seks til åtte beskrivelser

30

Danmark

• Nasjonalt rammeverk since 2003, Kvalifikationsnøgle

Uddanningsmålene:

praktiske, akademiske og faglige kompetancer

• Implementert ved mange læresteder

Nytt kvalitetsråd i 2007

Akkrediteringsrådet ACE Denmark, akkredideterer

universitetsuddannelser

Danmark

• Ny dansk kvalifikasjonsramme, 1 July 2008, vedtatt av

Undervisningsministeriet, Videnskabsministeriet og Kulturministeriet

• Implementeres i Diploma Supplement 2010

Strands – Elementer - Områder:

Viden og forståelse: Videnfeltet, forståelses- og refleksionsnivå

Færdigheter: Typen af færdigheter; Vurdering og beslutning;

Formidling

Kompetencer: Handlingsrummet; Samarbejde og ansvar; Læring

Kvalifikasjonsnivåer

Kvalifikasjonstyper

Grader i Danmark

Grader på kort videregående niveau:

Erhversakademigraden (AK), 90 - 150 ECTS

VVU-graden (AU), 60 ECTS, v.uddannelse for voksne

Grader på bachelorniveau:

Professionsbachelorgraden, 180 – 240 ECTS

Bachelorgraden, 180 ECTS

Diplomgraden, 60 ECTS,viderutdannelse for voksne

Grader på kandidatniveau:

Kandidatgraden, 120 ECTS

Mastergraden, 60 ECTS, videreuddannelse for voksne

Grader på forskerniveau:

Ph.d.-graden, 180 ECTS

Island

The National Qualification Framework for Iceland - 2006

• Description of the structure of education and degrees at

higher education level based on learning outcomes

• Bachelor, Master and Candidatus, Doctorate degree

• As each cycle can cover different qualification objectives,

the cycles are divided into levels. It also includes

generic descriptions of learning outcomes and

competences

• The self certification process 2009

FinlandTutkintojen ja muun osaamisen kansallinen viitekehys,

Opetusministeriön työryhmämuistioita ja selvityksiä 2009:24

Forslag på høring

8 Nivåer, høyere utdanning 6 – 8

Strands – Elementer:

Tieto - Kunnskap

Työskentelytapa ja soveltaminen – Arbeidsmåte og

anvendelse

Vastuu, johtaminen, yrittäjyys – Ansvar, ledelse,

entreprenørskap

Arviointi – Evaluering

Elinikäisen oppimisen avaintaidot – Nøkkelkunnskaper for

livslang læring

Sverige

Nationell referensram för examina, reg. nr 12-1429-08

National qualifications framework for higher education in

Sweden – three cycles (entry requirements – qualitative

targets)

Grundnivå-Avancerad nivå-Forskarnivå (Three cycles)

Elementer - Strands:

Kunskap og forståelse - Knowledge and understanding

Färdighet och förmåga - Skills and abilities

Värderingsförmåga och förhållningssätt - Judgement

and approach

Sverige - högskoleförordninger

Examina på grundnivå

Generella examina

• Högskoleexamen, 120 högskolepoeng

• Kandidatexamen, 180 högskolepoeng

Konstnärliga examina

• Konstnärlig högskoleexamen, 120 högskolepoeng

• Konstnärlig kandidatexamen, 180 hogskolepoeng

Yrkesexamina

• Arbetsterapeutexamen,180

• Audionomexamen, 180

• Biomedicinsk analytikerexamen, 180

• Brandingenjörsexamen, 210

Sverige – Högskoleförordningen – grundnivå (forts.)

• Dietistexamen, 180

• Folkhögskollärarexamen, 60

• Högskoleingenjörsexamen, 180

• Optikerexamen, 180

• Ortopedingenjörsexamen, 180

• Receptarieexamen,180

• Röntgensjuksköterskeexamen, 180

• Sjukgymnastexamen, 180

• Sjuksköterskeexamen, 180

• Sjöingenjörsexamen,180

• Sjökaptensexamen, 180

• Socionomexamen, 210

Sverige – Högskoleförordningen-grundnivå – forts.

• Studie- och yrkesvägledarexamen, 180

• Tandhygienistexamen, 120

• Tandteknikerexamen, 180

Sverige

Examina på avancerad nivå

Generella examina

• Magisterexamen, 60

• Masterexamen, 120

Konstnärliga examina

• Konstnärlig magisterexamen, 60

• Konstnärlig masterexamen, 120

Sverige, forts

Yrkesexamina

• Apotekarexamen, 300 högskolepoeng

• Arkitektexamen, 300

• Barnmorskeexamen, sjuksköterskeexamen+90

• Civilekonomexamen, 240

• Civilingenjörsexamen, 300

• Juristexamen, 270

• Logopedexamen, 240

• Läkarexamen, 330

• Psykologexamen, 300

• Psykoterapeutexamen, psykoexamen+90

• Sjukhusfysikerexamen, 300

• Specialistsjuksköterskeexamen, sjuksk.e.+60

Sverige - Högskoleförordningen

• Speciallärarexamen,lärarexamen 240+90

• Specialpedagogexamen, 240 +120

• Tandläkarexamen, 300

Examina på grundnivå eller avancerad nivå

• Lärarexamen 180,210,240,270,300,330

Sverige

Examina på forskarnivå

• Licentiatexamen /Upphör att gälla U:2010-01-01/

Doktorsexamen

Generella examina /Träder i kraft I:2010-01-01/

Licentiatexamen

• Doktorsexamen, 240

• Konstnärliga examina

• Konstnärlig licentiatexamen

Sverige – examina under andre departementer

• Agronom, 270 Hortonom, 300

• Jägmästarexamen, 300 Landsskapsarkitektexamen,300

• Veterinærexamen, 330 Djursjukvårdareexamen,120

• Hipplogexamen, 120 Landsskapsing.examen,180

• Lantmästareexamen, 120

• Officerexamen, 3 år Skogmästarexamen, 180

• Skogsteknikerexamen, 120

• Trädgårdsingenjörsexamen, 120

Selvsertifisering av det nasjonale rammeverket om det er

i overensstemmelse med det europeiske (forpliktelse i

Bolognaprosessen)

Selvsertifisering – Kriterier for verfiseringen

1) The national framework for higher education qualifications and the body or bodies responsible for its development are designated by the national ministry with responsibility for higher education.

2) There are clear demonstrable link between the qualifications in the national framework and the cycle qualification descriptors of the European framework.

3) The national framework and its qualifications are demonstrably based on learning outcomes and the qualifications are linked to ECTS or ECTS compatible credits.

4) The procedures for inclusion of qualifications in the national framework are clear.

5) The national quality assurance systems for higher education refer to the national framework of qualifications and are consistent with the Berlin Communiqué and any subsequent communiqué agreed by ministers in the Bologna process.

6) The national framework and any alignments with the European framework are referenced in all Diploma Supplements

7) The responsibilities of the domestic parties to the national framework are clearly determined and published.

Selvsertifiseringen angående kompabilitet

1. The competent national body/bodies shall certify the compatibility

of the national framework with the European framework

2. The self-certification process shall include the stated agreement

of the quality assurance bodies in the country in question

recognised through the Bologna process.

3. The self-certification process shall involve international experts.

4. The self-certification and the evidence supporting it shall be

published and shall address separately each of the criteria set

out.

5. The ENIC and NARIC networks shall maintain a public listing of

States that have confirmed that they have completed the self-

certification process.

6. The completion of the self-certification process shall be noted on

Diploma Supplements issued subsequently by showing the link

between the national framework and the European framework.

European Qualification Framework for lifelong learning

Det europeiske kvalifikasjonsrammeverket for livslang læring

2008

8 nivåer fra avsluttet grunnskoleopplæring til høyeste akademisk nivå, både formelt oppnådde kvalifikasjoner og læringsutbytte oppnådd i arbeidslivet eller på annen måte

- beskriver nivåene (level) ved hjelp av læringsutbyttebeskrivelser innenfor tre læringsområder:

- teoretiske og/eller faktaorienterte kunnskaper

- kognitive (bruk av logisk, intuitiv og kreativ tenkning) og praktiske ferdigheter

- evne til å ta ansvar og være selvstendig, kompetanse

• Det anbefales at nasjonale kvalifikasjonsrammeverk relateres til EQF innen 2010 og at vitnemål som beskriver kvalifikasjoner bør ha referanse til et EQF – nivå fra 2012

Terminologi

Learning outcomes

“Learning outcomes” are statements of what a learner knows, understands and is able to do on completion of a learning process.” EQF

Learning outcomes

“The set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process.” European guidelines for validating non-formal and informal learning - Høsten 2009

EQF Level 1

EQF Level 2

EQF Level 3

EQF Level 4

EQF Level 5

EQF Level 6

EQF Level 7

EQF Level 8

Qualification

Qualification

Qualification

Qualification

Country A Country B

Qualification

Qualification

Qualification

Swedish post-

secondary engineering

education

(Påbygnadsutbildning)

= EQF Level 4

= Irish post secondary

education at national

level 6 (Advanced

certificate)

E Q F

Knowledge

Level 1

The learning outcomes relevant to Level 1 are basic general knowledge

Level 2

The learning outcomes relevant to Level 2 are basic factual knowledge of

a field of work or study

Level 3

The learning outcomes relevant to Level 3 are knowledge of facts,

principles, processes and general concepts, in a field of work or study

Level 4

The learning outcomes relevant to Level 4 are factual and theoretical

knowledge in broad contexts within a field of work or study

Knowledge

Level 5

The learning outcomes relevant to Level 5 are comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge

Level 6

The learning outcomes relevant to Level 6 are advanced knowledge of a field of work or study involving a critical understanding of theories and principles

Level 7

The learning outcomes relevant to Level 7 are highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research

Critical awareness of knowledge issues in a field and at the interface between different fields

Level 8

The learning outcomes relevant to Level 8 are knowledge at the most advanced frontier of field of work or study and at the interface between fields

Skills

Level 1

The learning outcomes relevant to Level 1 are basic skills required to carry out simple tasks

Level 2

The learning outcomes relevant to Level 2 are basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools

Level 3

The learning outcomes relevant to Level 3 are a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information

Level 4

The learning outcomes relevant to Level 4 are a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study

Skills

Level 5

The learning outcomes relevant to Level 5 are a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems

Level 6

The learning outcomes relevant to Level 6 are advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study

Level 7

The learning outcomes relevant to Level 7 are specialised problem – solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields

Level 8

The learning outcomes relevant to Level 8 are the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice

Competence

Level 1

The learning outcomes relevant to Level 1 are work or study under direct supervision in a structured context

Level 2

The learning outcomes relevant to Level 2 are work or study under supervision with some autonomy

Level 3

The learning outcomes relevant to Level 3 are take responsibility for completion of tasks in work or study

adapt own behaviour to circumstances in solving problems

Level 4

The learning outcomes relevant to Level 4 are exercise self – management within the guidelines of work or study contexts that are usually predictable, but are subject to change

Competence

supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities

Level 5

The learning outcomes relevant to Level 5 are exercise management and supervision in contexts of work or study activities where there is unpredictable change

review and develop performance of self and others

Level 6

The learning outcomes relevant to Level 6 are manage complex technical or professional activities or projects, taking responsibility for decision – making in unpredictable work or study contexts

take responsibility for managing professional development of individuals and groups

Competence

Level 7

The learning outcomes relevant to Level 7 are manage and transform work or

study contexts that are complex, unpredictable and require new strategic

approaches

take responsibility for contributing to professional knowledge and practice

and/or for reviewing the strategic performance of teams

Level 8

The learning outcomes relevant to Level 8 are demonstrate substantial authority,

innovation, autonomy, scholarly or professional integrity and sustained

commitment to the development of new ideas or processes at the forefront of

work or study contexts including research

- forvalte komplekse

tekniske eller faglige

aktiviteter eller

prosjekter, og kunne ta

beslutninger i

uforutsette arbeids-

eller studiesituasjoner

- ta medansvar for den

faglige utvikling av

enkeltpersoner eller

grupper

- avanserte ferdigheter,

som viser profesjonalitet og

nytenking og som kreves

for å løse komplekse og

uforutsette problemer

innenfor et spesialisert

arbeidsområde eller

studium.

- avansert kunnskap

innenfor et

arbeidsområde eller

studium som krever

kritisk forståelse av

teorier og prinsipper

Relevant læringsutbytte

for nivå 6

utøve ledelse og

veiledning i forbindelse

med arbeid eller

studier, også i

uforutsette situasjoner

- vurdere og utvikle

egne og andres

prestasjoner

- et allsidig sett kognitive og

praktiske ferdigheter som

kreves for å utvikle kreative

løsninger på abstrakte

problemer

- allsidig, spesialisert,

faktuell og teoretisk

kunnskap innenfor et

arbeidsområde eller

studium og bevissthet

om grensene for denne

kunnskapen.

Relevant læringsutbytte

for nivå 5

Kompetanse(evne til å ta ansvar og

være selvstendig)

Ferdigheter(kognitive og praktiske)

Kunnskaper(teoretiske og/eller

faktaorientert)

European Qualification Framework for lifelong learning

The EQF encourages countries to relate their

qualifications systems or frameworks to the EQF

by 2010 and to ensure that all new qualifications

issued from 2012 carry a reference to the

appropriate EQF level.

http://ec.europa.eu/education/lifelong-learning-

policy/doc44_en.htm

Credits for Vocational Training

European Credit System for Vocational Education and Training – 10.4.2008

“ECVET is fully compatible with both the European credit system in higher education

and national systems in vocational education and training. The Commission’s

proposal takes the form of a recommendation, now submitted for approval to the

European Parliament and the Council. Member States would eventually adopt it on a

voluntary basis and implement it according to their own rules.”

Kilder - Lähteitä

Ny dansk kvalifikationsramme for videgående uddannelse, Referencegruppen om en ny dansk kvalifikasjonsramme for videregående uddannelser, Maj 2007

ACE Denmark

National qualifications framework for higher education in Sweden, Reg.no. 12-149-08, H-verket, 2008-10

Kvalitetsutvärdering för lärande, Högskoleverkets förslag till nya kvalitetsutvärderingar för högskoleutbildningar. Rapport 2009:25R

Tutkintojen ja muun osaamisen kansallinen viitekehys (En nationell referansram för examina och övriga kunskaper), Opetusministeriön työryhmämuistoita ja selvityksiä 2009:24