ANNEX J - 10
ANNEX K - 1
EQF QUALIFICATIONS
In April 2008 the European Parliament and Council adopted the Recommendation on the
establishment of the European Qualifications Framework for lifelong learning
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(EQF).
The EQF aims to establish a common reference framework as a translation device between different
qualification systems and their levels. This framework comprises general, higher and vocational
education and training, and should lead to better transparency, comparability and portability of
citizens’ qualifications (e.g. diplomas, certificates etc.)
The EQF recommends that each level of qualification should, in principle, be attainable by way of a
variety of educational and career paths. This should foster lifelong learning and increase the
employability, mobility and social integration of workers and learners. The recommendation should
also facilitate building bridges between formal, non-formal and informal learning.
The EQF neither replaces nor defines national qualification systems nor qualifications. It does not
describe any particular qualifications or individual competences, but Annex II of the
Recommendation describes the eight EQF levels via descriptors for the three categories
“knowledge”, “skills” and “competences”.
The Member States are encouraged to develop national qualifications frameworks that rely on and
are linked to the EQF. Moreover, it is recommended to the Member States to:
•
Relate their national qualifications systems to the European Qualifications Framework by
2010;
•
Adopt measures, as appropriate, so that, by 2012, all new qualification certificates, diplomas
and "Europass" documents issued by the competent authorities contain a clear reference, by
way of national qualifications systems, to the appropriate European Qualifications
Framework level;
•
Use an approach based on learning outcomes when defining and describing qualifications;
•
Promote and apply the principles of quality assurance in education and training set out in
Annex III.
•
These principles, which include both higher and vocational education and training, are as
follows:
•
Quality assurance policies and procedures should underpin all levels of the European
Qualifications Framework.
•
Quality assurance should be an integral part of the internal management of education and
training institutions.
•
Quality assurance should include regular evaluation of institutions, their programmes or
their quality assurance systems by external monitoring bodies or agencies.
•
External monitoring bodies or agencies carrying out quality assurance should be subject to
regular review.
•
Quality assurance should include context, input, process and output dimensions, while giving
emphasis to outputs and learning outcomes.
The second part of Annex III contains a summary of elements which quality assurance systems
should contain (e.g. clear and measurable goals and standards; appropriate resources; consistent
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http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:EN:PDF
ANNEX K - 2
evaluation methods, associating self-assessment and external review; feedback mechanisms and
procedures for improvement; widely accessible evaluation results etc.)
Descriptors defining levels in the European Qualifications Framework (EQF)
Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to
qualifications at that level in any system of qualifications
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.
Level 1 Basic general knowledge
Basic skills required to carry
out simple tasks
Work or study under direct
supervision in a structured
context
Level 2
Basic factual knowledge
of a field of work or study
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
Work or study under
supervision with some
autonomy
Level 3
Knowledge of facts,
principles, processes and
general concepts, in a
field of work or study
A range of cognitive and
practical skills required to
accomplish tasks and solve
problems by selecting and
applying basic methods, tools,
materials and information
Take responsibility for
completion of tasks in work or
study; adapt own behaviour to
circumstances in solving
problems
Level 4
Factual and theoretical
knowledge in broad
contexts within a field of
work or study
A range of cognitive and
practical skills required to
generate solutions to specific
problems in a field of work or
study
Exercise self-management
within the guidelines of work or
study contexts that are usually
predictable, but are subject to
change; supervise the routine
work of others, taking some
responsibility for the evaluation
and improvement of work or
study activities
Level 5
[1]
Comprehensive,
specialised, factual and
theoretical knowledge
within a field of work or
study and an awareness
A comprehensive range of
cognitive and practical skills
required to develop creative
solutions to abstract problems
Exercise management and
supervision in contexts of work
or study activities where there
is unpredictable change; review
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