EQF descriptors and the QF EHEA descriptors

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EQF descriptorsand the QF - EHEA descriptors

• Mike Coles
• Leiden, 5 October 2006

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Functions of the EQF
Translation device for comparing qualifications
Neutral reference point based on learning
outcomes
A meta framework
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Country A
Country B
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The Main elements of the EQF
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The Eight EQF Levels
EachEQFReference Level
Knowledge
Skills
Competences
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Focus on Learning Outcomes
EQF
LearningOutcomes
Non-Formal Learning
Informal Learning
Formal Learning
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EQF concepts

• Knowledge is theoretical or factual
• Skills are cognitive and practical
• Competence is about responsibility and autonomy
• The descriptors are read across
• Each level assumes learning at the lower levels
• Each new higher level introduces a new dimension
  of learning
• Higher levels draw directly on EHEA descriptors

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Areas of similarity

• Metaframeworks and interaction with local
  provision
• Non mandatory
• Use of levels (cycles) and descriptors
• Broad scope of learning covered
• Common view of dimensions of progression
  (knowledge, skills (application) and professional
  conduct
• The use of the concept of best fit to determine
  level
• The association with a quality assurance process
• Highly consultative development process

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Areas of difference

• Scope - ages - learning institutions
• Coordination v articulation
• The complexity in the sub systems to which the
  frameworks relate (NQS and VET in particular)
• The generality of the descriptors
• The stregnth of the focus of learning outcomes
• The link to periods of learning
• The volume of learning that constitutes a
  reasonable reference to a level
• The strength of reference to other international
  qualifications frameworks
• The source of the pressure for development

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Issues

• The higher levels of the EQF are dominated by HE
  learning. What is the right balance with other
  (non HE) learning?
• Are the purposes of the two frameworks the same?
• Can the frameworks co-exist and complement one
  another?
• How can the transparency of QS be enhanced
  through these two frameworks?
• Language is it possible to share understandings
  of words and phrases over different contexts?
• The key competences - where do they fit?