ANNEX K - 3
EQF
Level
Knowledge
Skills
Competence
In the context of EQF,
knowledge is described
as theoretical and/or
factual.
In the context of EQF, skills
are described as
cognitive (involving the use of
logical, intuitive and creative
thinking), and
practical (involving manual
dexterity and the use of
methods, materials, tools and
instruments)
In the context of EQF,
competence is described in
terms of responsibility and
autonomy.
of the boundaries of that
knowledge
and develop performance of
self and others
Level 6
[2]
Advanced knowledge of a
field of work or study,
involving a critical
understanding of theories
and principles
Advanced skills,
demonstrating mastery and
innovation, required to solve
complex and unpredictable
problems in a specialised field
of work or study
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
Level 7
[3]
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
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
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
[4]
Knowledge at the most
advanced frontier of a
field of work or study and
at the interface between
fields
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
Demonstrate substantial
authority, innovation,
autonomy, scholarly and
professional integrity and
sustained commitment to the
development of new ideas or
processes at the forefront of
work or study contexts
including research
Compatibility with the Framework for Qualifications of the European Higher Education Area
ANNEX K - 4
The Framework for Qualifications of the European Higher Education Area provides descriptors for
cycles. Each cycle descriptor offers a generic statement of typical expectations of achievements and
abilities associated with qualifications that represent the end of that cycle.
1.
The descriptor for the higher education short cycle (within or linked to the first cycle), developed
by the Joint Quality Initiative as part of the Bologna process, corresponds to the learning
outcomes for EQF level 5.
2.
The descriptor for the first cycle in the Framework for Qualifications of the European Higher
Education Area corresponds to the learning outcomes for EQF level 6.
3.
The descriptor for the second cycle in the Framework for Qualifications of the European Higher
Education Area corresponds to the learning outcomes for EQF level 7.
4.
The descriptor for the third cycle in the Framework for Qualifications of the European Higher
Education Area corresponds to the learning outcomes for EQF level 8.
Comparison of EQF and EUExImp Partners Vocational Qualifications Levels
As stated earlier, the EQF does not replace national qualifications systems and the EU provides a
useful resource to allow readers to compare their national system of qualifications with the EQF
Levels
41
.
EQF
EstQF
Germany Portugal Sweden
UK
(England)
UK
(Scotland)
UK
(Northern
Ireland)
UK
(Wales)
Entry 1, 2
1, 2
Entry
Entry 1,
2
1
1
1
1
1
Entry 3
3
1
Entry 3
2
2
2
2
2
1
4
2
1
3
3
3
3
3
2
5
3
2
4
4
4
4
4
3
6
4
3
5
5
5
5
5
4, 5
7, 8
5
4,5
6
6
6
6
6
6
9, 10
6
6
7
7
7
7
7
7
11
7
7
8
8
8
8
8
8
12
8
8
Key
Nation recognises/awards vocational qualifications at this level
HSQ offers explosives-related vocational qualifications at levels 2, 3 and 4 which are delivered by
training providers that have been approved as Qualifications Centres. As examples, and for
reference during the EUExImp Project, here are comparisons of the EQF descriptors for levels 2, 3
and 4 against EUExImp partners’ national systems.
41
https://ec.europa.eu/ploteus/en/compare
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