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The Emergence and Application of the European Qualifications Framework in Selected Countries

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This paper explores the European Qualifications Framework (EQF) and its emergence in selected European countries, focusing on the multi-level governance contexts that shape its implementation. It discusses the transition from national responsibilities to European policy frameworks, highlighting the historical background, key actors, and the dynamics of qualifications recognition. The EQF serves as a translation device to promote citizen mobility and lifelong learning. The study also addresses the interactions between national policies and European initiatives in vocational education and training, illustrating the complexities of policy integration and implementation.

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The Emergence and Application of the European Qualifications Framework in Selected Countries

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  1. Its emergence and application in selected European countries The European qualifications framework Mari Elken (UiO/NATED) Poznan, 03.09.09

  2. Background • policy in a multi-level and multi-centered setting, involving large numbers of actors, institutions and processes (Olsen 2005) • increasingly difficult to differentiate between European and national policies => understanding the integration processes also offers a key to the change processes within higher education in Europe , but European level has not replaced other levels of governance (Gornitzka et al 2007)

  3. Background • Mismatch in definitions, understandings and interests, but -> • ”Strong convictions and weak evidence” (Olsen & Maassen 2006)

  4. Qualification • A qualification is 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 (European Commission 2008). • From being a national responsibility to European policy discussions

  5. Qualifications Frameworks • NQF as ‘a practicalsolution to real political, economic and educational problems /…/, and the often unrealistic expectations about what the introduction of an NQF will achieve.’. • Difference between ‘general idea of a single qualifications framework that is common to a country or group of countries and the very different ways in which the idea of a framework has been taken up in different countries.’ (Young 2002)

  6. Qualifications Frameworks • a basis for the measurement of private provision and the regulation and control of public provision (Allais 2007) • A tool for creating trust (Ministry of Technology and Education, Denmark) • Developments started on national level

  7. Vocational Qualifications • processes of recognizing vocational qualifications started already with the Treaty of Rome in 1957 • In 1975 - CEDEFOP, in 1985 a process of establishing comparability of qualifications was started -> few results at the time. • 1998 European Forum on Transparency of Qualifications • 2002 – The Europass initiative started, established 2004 (Bouder 2008, Paulsen 2007)

  8. Early European developments • During the last ten [now almost 20] years, has been a call for more mutual recognition, transferability and transparency of qualifications (Brennan & Shah 2000a). • Bologna as a first remote step towards overarching qualifications framework? • National and international initiatives followed

  9. QF-EHEA • 2005 Bergen meeting • Emphasis that it should not be standardized, national ownership • QF-EHEA as a meta-framework

  10. The development of the EQF • Copenhagen process and VET as a starting point but... it grew larger.

  11. EQF • ”a translation device” • The EQF was signed on 23rd of April in 2008 • “promote citizens’ mobility between countries and to facilitate their lifelong learning” (European Commission 2008)

  12. EQF structure • 8 levels • Knowledge - theoretical and/or factual. • Skills – cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments). • Competence – responsibility and autonomy.

  13. Knowledge

  14. Skills

  15. Competencies

  16. Implementation • No legal commitment, voluntary • No explicit rhetorics of harmonization • Optimism and scepticism, as always

  17. The project • European level ideas and capabilities • European ambitions meet national realities (Gornitzka et al 2007) • Need to understand the interaction between the two, no simple adaptation

  18. The project • European level analysis • Case studies and cross-country comparisons of selected European countries (Norway, Ireland, Estonia)

  19. European level developments (preliminary) • What were the necessary conditions, the rationale and ambition behind the emergence of EQF? Who were the key actors in this process and what was their role? • The role and legitimation of EC in the process • Implementation/effects - recommendation vs regulation? • How does the process fit into the broader context of europeanisation?

  20. National implementations (preliminary) • What is the relationship between national policy agendas (various internal actors) and European initiatives? • How are the National Qualifications Frameworks being developed? (process, actors, negotiations, dynamics) • What is the role of EC (EQF) vs Bologna (QF-EHEA) in the national policy developments?

  21. Thank you!

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