National Qualifications Framework

1. National Qualifications Framework Romanian Case

2. After the consultation process on EQF (finalised in December 2005), Romania decided to develop a NQF correlated with EQF • Romania is supporting EQF and is ready to implement it on volunteer basis. We are aware of the preparatory work we have to do to this respect but actions to be taken are already part of our long term action plan.” • Rationale • Facilitating the comparability of Romanian NQF with other NQFs. • Improving transparency, quality and relevance of Romanian qualifications. • Enabling more progression and mobility • between different learning systems through the recognition of prior learning • between different working areas (including migration), through the transparency of competences.

3. State of the art • National Adult Training Board is acting as National Authority for Qualifications (NAQ) – autonomous tripartite body, including representatives of Ministry of Education and Research and Ministry of Labour, Social Solidarity and Family. • Main attributions: • Ensuring NQF methodological framework at national level • Management of National Register of Qualifications (NRQ) for all qualification levels • Coordination of the Sectorial Committees (SCs), involved in validation of qualifications. • Cooperation with National Centre for Technical and Vocational Education and Training Development (NCTVETD), with attributions in qualifications’ development in IVET), and with National Agency for Qualifications in Higher Education and the Partnership with the Economic and Social Environment (ACPART), with attributions in qualifications’ development in HE.

4. Main elements oftheEQF 8 REFERENCE LEVELS

5. The Romanian Education System

6. Reference levels • State of the art • 5 qualification levels (VET: 1-3; HE: 4-5) • correlation between education levels, existing qualification levels and the 8 EQF reference levels proposed. • Steps to be taken • National reference levels (8 in principle – VET: 1-5; HE: 6-8) defined • Each level defined by a set of descriptors indicating the learning outcomes relevant to the award of a qualification (knowledge, skills,competences – autonomy and responsibility) • Current qualification levels correlated with the 8 EQF reference levels • Coherent set of national qualifications correlated to European reference levels developed and introduced in the National Register for Qualifications

7. Qualifications – Higher Education • State of the art • University studies organised in 3 cycles: Bachelor degree, Master degree, Doctorate studies according to Bologna Process and follow-up documents; • Study cycles organised based on the prior identification and definition of the general and specific knowledge and competences, and of the cognitive skills specific of the profession envisaged (Law no. 288/2004 on the organization of university studies) • Establishment of National Agency for Qualifications in Higher Education and Partnership with Economic and Social Environment – ACPART(G.D. no. 1.357/ 2005) • Designing and implementing the National Register of Qualifications for HE (NRQ-HE) by means of the submissionof the standardized forms and their methodological guide to all accredited/authorised state and private universities to be completed • Qualification Profiles represent the reference standards for HE– a Qualification Profile is described in the Specialisation Form for each of the specialisations within various fields of study.

8. Qualification – HE (2) • Steps to be taken • Registering all qualifications certified by HE institutions in the NRQ-HE, as well as its IT implementation and continuously up-dating • Conceiving a flexible methodology for defining and permanently reviewing the national qualifications for HE correlated to the reference levels by means of workshops, reunions, seminars with both representatives from HE institutions and from social and economic environment • Description of the HE qualifications in terms of competences for each of the 3 cycles of study • Collaboration with NATB/NAQ and other stakeholders involved in development and implementation of NQF in order to ensure a coherent approach • Elaboration of a mandatory legislation for qualifications

9. The present status of the NQF (1) • The consensus-building in policy development regarding NQF is a social and political process, as well as a technical one. • A large consultation base ensures the coherence of the NQF design and implementation and the trust between various parties who will use the qualifications. • Policy development is the result of the consensus based decision of the Government and Social Partners (SPs) – main role in case of Government belongs to Ministry of Education and Research and Ministry of Labour, Social Solidarity and Family.

10. The present status of the NQF (2) • An important role have the 23sectorial committees (SCs), as representatives of the employers and business sector, trade unions, professional bodies, regulation bodies etc. – SCs are directly involved in the development and validation of qualifications. • 23 sectors – 18 SCs established through sector agreements, based on National Tripartite Agreement(February 2005). • Relevant stakeholders may include also: providers of E&T, learners and students, teachers and trainers.

11. The main attributions of the sectorial committees • Participate in the development of the normative framework on the training, theevaluation and certification of competences. • Support the promotion of the competence based training and evaluationsystem. • Participate, under the coordination of the National Adult Training Board, in thedevelopment and updating of the qualifications relevant for each domain. • Validates qualifications and associated standards. • Recommend specialists on occupational domains in order to do theoccupational analysis, to define competences and qualifications, and for theevaluation and certification based on standards and accredit the work they do. • Encourage participation of organisations and individuals to continuousvocational training and to technical and vocational education.

12. Institutional responsibilities • Steps to be taken • National Adult Training Board (NATB) / National Authority for Qualifications (NAQ) – methodological framework, format of qualifications and structure of NQR defined, with the consultation of ACPART, NCDTVET and other stakeholders • SCs established as legal bodies • Needed human resources trained – EU support through Phare Programme, ETF, LdV and bilateral projects • Activity of the SCs co-financed by the Government and SPs – a dedicated fund for E&T could be a solution • Development of qualifications – qualifications developed by interested bodies (sectors, awarding bodies) and validated by the SCs – new qualifications and priorities for qualifications development approved by SCs – EU support through Phare Programme • National Qualifications Register completed with the validated qualifications.

13. Conclusions • Romania • Parallel developments • Different approaches • Significant efforts and progress • Need of coherence based on consensus.