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Most of the 36 countries involved in implementing the European Qualifications Framework (EQF) have defined, and largely adopted, level descriptors of learning outcomes, i.e. what an individual possessing a qualification at a particular level is expected to know and be able to do. The report shows that while the EQF has influenced national level descriptors, countries have also adjusted the learning outcomes approach to their own needs and priorities: these descriptors have mostly been the fruit of extensive discussions between government, social partners, and education and training providers. The report contributes toward the continuing evaluation of the EQF, to be concluded in a report of the European Commission to the European Parliament and Council later in 2013.

Abstract from publisher's website.

An updated overview of NQF level descriptors published in 2018 is available in VOCEDplus at TD/TNC 133.126. Show less

This paper begins by stating some relevant arguments relating to international transparency and recognition of vocational qualifications (VQs). They include: facilitating mobility on the labour market within countries and internationally; facilitating national and transnational mobility of individuals and enterprises; facilitating the flow of human resources where needed; facilitating continuing vocational education and training (CVET) in different institutions or countries; improving professional competences; improving the quality of production and services; and strengthening the middle range of competence levels that are far more important for the economy and innovation than is often acknowledged. It then considers the problems concerning the development of transparency and recognition of VQs and concludes by highlighting approaches that promise to enhance transparency and recognition of VQs. Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this theme are indexed from TD/TNC 81.494 to TD/TNC 81.506. Show less

Governments must take concerted action on the assessment and recognition of foreign qualifications in order to create an environment where immigrants are able to apply their talents. Foreign qualification recognition is the process of verifying that the knowledge, skills, work experience and education obtained in another country is comparable to the standards established for Canadian professionals and tradespersons. While foreign qualification recognition is an obstacle faced primarily by immigrants, many Canadians also seek education and employment abroad. All foreign trained individuals, whether Canadian or foreign-born, may encounter issues related to the recognition of their academic credentials, occupational certifications and work experience upon their return. Given the additional challenges and barriers newcomers may face, this Framework focuses on immigrant labour market integration, although all individuals with international qualifications will also benefit.

There are a multitude of players involved in the assessment and recognition of foreign qualifications. There are nearly 500 professional regulatory authorities and numerous credential assessment bodies in Canada, as well as hundreds of post-secondary and vocational institutions and countless numbers of employers, immigrant serving agencies, and most importantly, immigrants and other internationally-trained workers. For occupations where no certification or license is required to practice, it is generally the employer's responsibility to determine whether a potential worker possesses the appropriate qualifications, training or experience. While qualification recognition issues certainly exist within this domain, Governments have agreed to place an initial focus on qualification recognition issues related to regulated occupations. Significant progress has already been made by these stakeholders to ensure that the necessary information, processes, standards and resources are in place to improve the assessment and recognition of foreign qualifications. This Framework represents a joint commitment by federal, provincial and territorial governments to work together to improve the foreign qualification assessment and recognition systems in Canada.

Excerpts from publication. Show less

There is growing recognition of the need to bring together the various forms of education and training to create a coherent framework for progressive learning. One key building block of the system to be created is the specification of outcomes which covers elements of competence, performance criteria and the range over which the performance of an individual is required. The implications of specifying competences independently of programmes of learning or assessment procedures have profound implications for the curriculum model. A new curriculum model is suggested. Statements of competence, assessment and programmes of learning are envisaged as a framework of qualifications. The commonalities within different programmes would be clearly identified and credit transfer would operate. Progression in learning could be rationally determined. Some of the advantages and limitations of such a system are offered. Show less

The Irish National Framework of Qualifications (NFQ) and the Scottish Credit and Qualifications Framework (SCQF) are two of the longest established comprehensive National Qualifications Frameworks (NQFs) in Europe. Both are outcomes-based frameworks of the kind which the European Commission is encouraging countries to adopt, and both have been influential in the development of the European meta-frameworks, the (Bologna) Qualifications Framework for the European Higher Education Area and the European Qualifications Framework. Both have been seen as models, or at least as sources of lessons, for other European countries. This paper compares the two frameworks and asks what lessons other countries may draw from their experience.

Published overview.

Available papers from this conference are indexed from TD/TNC 100.351 to TD/TNC 100.393. Show less

Ten years have passed since the signature of the Bologna declaration. Seventeen countries have joined the process; since then, several new action lines have been added and the original action lines have often gained a new and more sophisticated content. The 2009 Bologna Stocktaking exercise included the traditional quantitative indicators, the criteria this time being designed to evaluate the goals set for 2010. In addition, particular emphasis was put on qualitative analysis on this occasion to provide a realistic picture of what has been achieved and which initiatives will take more time than anticipated to implement. The 2009 stocktaking shows that while there has indeed been important progress since 1999, following progress since 2007, not all the goals of the Bologna Process will be achieved by 2010.

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This is the final report on the evaluation of the UK-Russia BRIDGE Higher Education Partnership Programme, known simply as BRIDGE. It is based upon desk research and fieldwork conducted in the period September 2009 to February 2010. BRIDGE supported the development of dual degrees, mutually recognised academic qualifications and research collaborations. The aims of BRIDGE were to: increase collaborative effort between Russian and UK universities by means of joint programme development leading to dual degrees or other mutually recognised academic qualifications; develop a model of university partnership brokering and dual degree development that will be replicable across other countries; extend the reach and availability of UK awards to Russian students; develop a community of innovators in Russia and the UK; facilitate a change in Russian higher education leading to a more outcomes-based, learner-centred, interactive and accountable system; provide learning points for UK and Russian higher education management; and progress change in Russia's systems as they follow the Bologna process. The report concludes that BRIDGE has been a success, meeting most of its targets and resulting in a high degree of satisfaction amongst institutions and students.

Excerpt from report. Show less

Qualifications are increasingly important for finding a job and essential for building a career. How qualifications are classified and ranked is going through some major changes influenced by rapid development of national qualifications frameworks (NQFs) across Europe. By linking ('referencing') NQFs to the [European Qualifications Framework] EQF, learners and employers will be able to compare the levels of qualifications awarded at home and by other countries. Greater transparency about what qualifications mean will make it easier for individuals and employers to use them both for employment and further learning.

Excerpts from publication. Show less

In a political context of developing transnational cooperation and mobility among the Member States of the European Union (EU), improving the transparency, or visibility, of qualifications is the most recent approach to the development of a system for the comparison of qualifications. This article describes and discusses issues related to the development and implementation of a framework and mechanisms for exchanging information about vocational qualifications. The author begins by placing transparency in its historical context as the most recent EU initiative to develop a means of comparing qualifications. The Leonardo-funded transparency project, NATNET, managed by the European Institute of Education and Social Policy (EIESP), is the example used to illustrate the issues arising from such an approach.

This article is part of a special issue of the journal entitled ‘VET in transition: renewal, reform or reconstruction?’ The articles are indexed from TD/INT 60.109 to TD/INT 60.115. Show less

'Training & employment' is a quarterly English-language newsletter aimed at informing the international community about research and other activities undertaken by the Centre for Research on Education, Training and Employment (CEREQ) in France. The article in this issue describes how France and Germany have gradually established a bilateral mechanism for mutual information and exchanges aimed at achieving equivalence or recognition of their vocational diplomas. The author outlines the historical and institutional context of the relationship between the two countries in this field, the process of determining equivalence of diplomas and the results of the work in terms of the transparency and comparability of French and German diplomas. Show less