28 countries European Union United in diversity? 28 different education system? The European Union "overarching framework" of qualifications is "able to collect under it all national frameworks" as a "generic descriptors" the ministers chose to adopt the so-called Dublin Descriptors. The pillars of the EQF-EHEA Organization of regular route in cycles: the Bologna Process is based on three cycles: the first cycle or bachelor cycle (in Italian "graduation")
28 countries European Union United in diversity? 28 different education system? The European Union "overarching framework" of qualifications is "able to collect under it all national frameworks" as a "generic descriptors" the ministers chose to adopt the so-called Dublin Descriptors. The pillars of the EQF-EHEA Organization of regular route in cycles: the Bologna Process is based on three cycles: the first cycle or bachelor cycle (in Italian "graduation")
28 countries European Union United in diversity? 28 different education system? The European Union "overarching framework" of qualifications is "able to collect under it all national frameworks" as a "generic descriptors" the ministers chose to adopt the so-called Dublin Descriptors. The pillars of the EQF-EHEA Organization of regular route in cycles: the Bologna Process is based on three cycles: the first cycle or bachelor cycle (in Italian "graduation")
Link Campus University Rome Italy Sectoral QF Italian overview INARM project Kosice, February 2014 The European Union May 2005 European Union Bergen Summit : EQF European Qualification Framework : We adopt the overarching framework for qualifications in the EHEA, including generic descriptors for each cycle based on learning outcomes and competences, . 28 countries
European Union United in diversity ?
28 different Education system? The European Union overarching
It is meaning that the meta-framework of qualifications is "able to collect under it all national frameworks."
The European Union In Bergen In Bergen the EU Minister adopted the Standards and Guidelines for Quality Assurance produced by ENQA
ENQA-European Association for Quality Assurance in Higher Education The European Union NQF
NQF National Qualification Framework: it means the description, at national level or at the level of an education system. For example the Italian Education System IES (* in UK several systems in Italy one system) The European Union "generic descriptors As a "generic descriptors" the ministers chose to adopt the so-called Dublin Descriptors. Its are developed earlier by an informal group of experts of higher education participating in the Joint Quality Initiative. The European Union The pillars of the EQF-EHEA Organization of regular route in cycles: the Bologna Process is based on three cycles: the first cycle or bachelor cycle (in Italian "graduation"); second cycle or master cycle (in Italian "degree"); postgraduate or doctoral cycle (in Italian "PhD"). In some countries there is also a "short cycle" within or linked to the first cycle Adoption of a system of credits: the case of the well-known ECTS-European Credit Transfer System, was born in the early '90s with the role of transfer of credits from one university system to another, but adopted by the Bologna Process as tool for the design of curricula (the role of accumulation) with the same name-stands Characterization of the Study Courses by descriptors (Dublin descriptors). The European Union Dublin Descriptors 1.Conoscenza e Capacit di comprensione - knowledge and understanding 2.Applicazione pratica di Conoscenza e Capacit di comprensione - applying knowledge and understanding 3.Autonomia di giudizio - making judgements 4.Abilit comunicative - communication skills 5.Capacit di apprendere da soli - learning skills. The European Union Development of the Italian NQF: AIMS NQF EQF Go forward practices and experiences realized till now at national and regional level Build a National System within the European Framework The European Union Steps towards EQF Conceptual approach to link the EQF key concepts (i.e. qualification, learning outcomes and validation) to the NQF modelling (COHERENCE)
Methodological approach in the NQF development to research standard methods to define and describe learning outcomes (LO) The European Union The European Union Coherence with the EQF Key concepts qualification means a formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards QUALIFICATION Learning Outcomes Standard Competent body Assessment Validation The European Union EQF Key concepts and NQF : the concept of Learning Outcomes in the sub-systems Academic HE the descriptors are formally adopted (Bologna process) non academic HE (IFTS) the LO approach is fully adopted and expressed in terms of competences. ED LOs are not yet formally adopted, but specific learning objectives described in terms of knowledge and abilities have been developed VET Regional bodies adopt the LO approach, expressed in terms of KSC, but in different ways. EQF 8 7 6
5 4 3 2 1 The European Union Authorized body QUALIFICATION Assessment Certification the concept of validation /certification The European Union 8 levels based on learning outcomes Professional standards based on competences Training standard UE ITALY Key Competences ECVET EQF NQF European Framework (EQF) and National Framework (NQF) Europass Standard for certification Common principles of Validation
Citizen portfolio The European Union National Vocational Standard Training Standard Certification Standard N a t i o n a l
c o n t e x t
R e g i o n a l
c o n t e x t u a l i s a t i o n
by national groups of sectors (social partners) by national groups of experts
Link to Regional Occupational Standard The National Standard System: structure Link to all training Standard Formal paths Link to certification of competencies anywhere acquired by national groups of experts The European Union National Vocational Standards: practical steps Step A: Inventory of national and regional best practices (regional standards and systems, certifications, etc.) and contributions from social partners (studies, researches, etc.) Step B: Definition and validation of the methods to define and describe standards (descriptors) and database of standards Step C: Testing of the methodology in specific sectors or professional families (TURISM and MECHANICAL) Step D: Guidelines and instruments for the working groups of sectors experts Step E: Production of occupational standards in the pilot sectors Each step need to be validated by all the stakeholders involved in the National Table/Committee The European Union National Vocational Standards: synthesis of the methodological procedure Definition of the ECONOMICAL- PROFESSIONAL AREAS (25) Analysis of the PRODUCTIVE PROCESSES of the Areas Definition of CLUSTERS of economical and professional areas Identification of PROFILES within clusters Profile description The European Union Sitography http://www.anvur.org/index.php?lang=it http://www.isfol.it/ http://hubmiur.pubblica.istruzione.it/web/universita/home http://www.istruzione.it/
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