Conference on "Sectoral partnerships for Conference on "Sectoral partnerships for qualification development“qualification development“

TToward a National Qualification Frameworkoward a National Qualification Framework in Romania in Romania

Ana Elena CostinAna Elena CostinNational Adult Training Board – National Authority for QualificationsNational Adult Training Board – National Authority for Qualifications

Sinaia, 25-27 September 2006Sinaia, 25-27 September 2006

After the consultation process on EQF (finalised in After the consultation process on EQF (finalised in December 2005), Romania decided to develop a December 2005), Romania decided to develop a NQF correlated with EQFNQF correlated with EQF

““Romania is supporting EQF and is ready to implement it on Romania is supporting EQF and is ready to implement it on volunteer basis. We are aware of the preparatory work we have 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 to do to this respect but actions to be taken are already part of our long term action plan.”our long term action plan.”

RationalRationalee Facilitating the comparability of Romanian NQF with other NQFsFacilitating the comparability of Romanian NQF with other NQFs Improving transparency, quality and relevance of Romanian Improving transparency, quality and relevance of Romanian

qualificationsqualifications Enabling more progression and mobilityEnabling more progression and mobility

between different learning systems through the recognition of between different learning systems through the recognition of prior learning prior learning

between different working areas (including migration) through between different working areas (including migration) through the transparency of competencesthe transparency of competences

Main Main elements of elements of EQFEQF

8 REFERENCE

LEVELS

Vision on NQFVision on NQF

NQF correlated with EQF, based on the consensus of NQF correlated with EQF, based on the consensus of the main the main stakeholdersstakeholdersEQFEQF terminology adopted terminology adoptedRomania taking part in all related developments, such as: Romania taking part in all related developments, such as: quality assurance in all education and training systems, prior quality assurance in all education and training systems, prior learning validation, counselling and guidance, key learning validation, counselling and guidance, key competences, ECVET/ECTS, Europass, etc.competences, ECVET/ECTS, Europass, etc.A coherent methodological framework developed (for A coherent methodological framework developed (for qualifications’ development, validation, and certification)qualifications’ development, validation, and certification)Responsibilities clearly definedResponsibilities clearly definedLegislation adaptedLegislation adaptedInstitutional arrangements operational at national and sectoral Institutional arrangements operational at national and sectoral levellevelFull involvement of the social partners in development and Full involvement of the social partners in development and implementation ofimplementation of NQF NQF ensuredensuredA coherent National Qualification System (A coherent National Qualification System (includingincluding IVET, CVT, IVET, CVT, HE, apprenticeship at the workplace) developedHE, apprenticeship at the workplace) developed

Reference levelsReference levels

State of the artState of the art 5 qualification levels (VET: 1-3; HE: 4-5)5 qualification levels (VET: 1-3; HE: 4-5) correlation between education levels, existing qualification correlation between education levels, existing qualification

levels and the 8 EQF reference levels proposedlevels and the 8 EQF reference levels proposed Steps to be takenSteps to be taken

National reference levels (8 in principle – VET: 1-5; HE: 6-8) National reference levels (8 in principle – VET: 1-5; HE: 6-8) defineddefined

Each level defined by a set of descriptors indicating the Each level defined by a set of descriptors indicating the learning outcomes relevant to the award of a qualification learning outcomes relevant to the award of a qualification (knowledge, skills,(knowledge, skills, competencecompetencess – autonomy and – autonomy and responsibility)responsibility)

Current qualification levels correlated with the 8 EQF Current qualification levels correlated with the 8 EQF reference levelsreference levels

Coherent set of national qualifications Coherent set of national qualifications correlated correlated to to European reference levels developedEuropean reference levels developed and introduced in the and introduced in the National Register for QualificationsNational Register for Qualifications

Qualifications - VETQualifications - VET

State of the artState of the art VET qualifications are learning outcomes basedVET qualifications are learning outcomes based A qualification is described through competence unitsA qualification is described through competence units A competence unit consists of competences, as a coherent A competence unit consists of competences, as a coherent

set of learning outcomesset of learning outcomes Units of key competences are elaborated within each Units of key competences are elaborated within each

qualification to assure a common ground to build general qualification to assure a common ground to build general working capacitiesworking capacities

A qualification can be linked/associated with one or more A qualification can be linked/associated with one or more occupationsoccupations

Different sets of qualifications – achieved:Different sets of qualifications – achieved:both through IVET and CVTboth through IVET and CVTonly through CVT (usually associated with one occupation)only through CVT (usually associated with one occupation)

Qualifications - VETQualifications - VET

State of the artState of the art Competences and learning outcomes are standardised Competences and learning outcomes are standardised

through occupational standards (OSs) and training through occupational standards (OSs) and training standards (TSs)standards (TSs)

OS – a document which describes the competence units OS – a document which describes the competence units related to a qualification usually linked with one occupationrelated to a qualification usually linked with one occupation

used for prior learning validation, but also within formal used for prior learning validation, but also within formal CVT and apprenticeshipCVT and apprenticeship

TS – a document which describes the competences units TS – a document which describes the competences units related to a qualification linked with more occupationsrelated to a qualification linked with more occupations

developed for IVETdeveloped for IVET

applied within IVET, but also within formal CVT, applied within IVET, but also within formal CVT, assessment of prior learning and apprenticeshipassessment of prior learning and apprenticeship

Certification – VETCertification – VET – IVET– IVET

State of the artState of the art A A Qualification CertificateQualification Certificate is issued when all the is issued when all the

competence units related with a qualification (from TS) competence units related with a qualification (from TS) have been achieved – represent the legal entitlement to have been achieved – represent the legal entitlement to practice one or more occupationspractice one or more occupations

TThe competence units are mentioned in the Qualificationhe competence units are mentioned in the Qualification CertificateCertificate

Discrete competences and competence units could be Discrete competences and competence units could be certificated through the certificated through the Lifelong Learning Individual Lifelong Learning Individual Portfolio,Portfolio, which helps to keep track of all competences which helps to keep track of all competences acquired by a student, in addition to the full awardsacquired by a student, in addition to the full awards

Awarding bodies:Awarding bodies: MoER – accredits the MoER – accredits the training providerstraining providers – – national awardsnational awards

Certification – VET – CVT Certification – VET – CVT

State of the art State of the art A A Qualification CertificateQualification Certificate and and aa Certificate SupplementCertificate Supplement are are

issued when all the competence units related with a qualification issued when all the competence units related with a qualification (from OS/TS) have been achieved and represent the legal (from OS/TS) have been achieved and represent the legal entitlement to practice one or more occupations entitlement to practice one or more occupations

A A Graduation CertificateGraduation Certificate and and aa Certificate SupplementCertificate Supplement are issued are issued when when a a subset of competence units relatedsubset of competence units related toto a OS or TS a OS or TS have have been achievedbeen achieved – – facilitated by the modularisation of learning facilitated by the modularisation of learning programmes programmes

Competences centres issue Competences centres issue Competences CertificatesCompetences Certificates for the for the competences achieved within non formal and informal learning competences achieved within non formal and informal learning contextscontexts

The competence unit is the minimum element that can be The competence unit is the minimum element that can be certificatedcertificated

Awarding bodies:Awarding bodies: MoLSSF and MoER MoLSSF and MoER – accredit– accredit,, through through NATB, NATB, the training providers and the competences centres – national the training providers and the competences centres – national awardsawards

Training for occupations could be also certificated by non Training for occupations could be also certificated by non accredited training providers or employers – awards are not accredited training providers or employers – awards are not national (unless validated by a competences centre)national (unless validated by a competences centre)

Qualifications&Certification – VETQualifications&Certification – VET

Steps to be takenSteps to be taken QualificationsQualifications

associated with more occupationsassociated with more occupationsassociated with one occupation – associated with one occupation – “partial”“partial” qualification qualification

CertificatesCertificatesQualification Certificate – all the competence units related with a Qualification Certificate – all the competence units related with a qualification achieved (qualification achieved (“partial”“partial” qualifications included) qualifications included)Competences Certificate – Competences Certificate – one or more competence units achievedone or more competence units achieved

Role, content and application of OSs and TSs, and link between Role, content and application of OSs and TSs, and link between related competence units clarifiedrelated competence units clarified – – possible scenariopossible scenario::

OS - competences oriented (assessmentOS - competences oriented (assessment andand training at the work training at the work place, prior learning recognition) – developed by sectorsplace, prior learning recognition) – developed by sectorsTS - learning outcomes oriented (qualification programmes) – TS - learning outcomes oriented (qualification programmes) – developed by awarding bodies through aggregation of more OSsdeveloped by awarding bodies through aggregation of more OSs

Compatible methodologies for defining and reviewing national Compatible methodologies for defining and reviewing national qualifications developedqualifications developed

Coherent set of national qualifications developed, correlated with Coherent set of national qualifications developed, correlated with European reference levelsEuropean reference levels

Qualification - HEQualification - HE

State of the artState of the art University studies organised in 3 cycles: University studies organised in 3 cycles: Bachelor degreeBachelor degree, , Master Master

degreedegree, , Doctorate studiesDoctorate studies according to Bologna Process and according to Bologna Process and follow-up documents; follow-up documents;

Study cycles organised based on the prior identification and Study cycles organised based on the prior identification and definition of the general and specific knowledge and definition of the general and specific knowledge and competences, and of the cognitive skills specific of the competences, and of the cognitive skills specific of the profession envisaged profession envisaged (Law no. 288/2004 on the organization of (Law no. 288/2004 on the organization of university studies)university studies)

Establishment of National Agency for Qualifications in Higher Establishment of National Agency for Qualifications in Higher Education and Partnership with Economic and Social Education and Partnership with Economic and Social EnvironmentEnvironment – ACPART – ACPART (G.D. no. 1.357/ 2005)(G.D. no. 1.357/ 2005)

Designing and implementing the National Register of Designing and implementing the National Register of Qualifications for HE (NRQ-HE) by means of Qualifications for HE (NRQ-HE) by means of the submissionthe submission of of the standardized forms and their methodological guide to all the standardized forms and their methodological guide to all accredited/authorised state and private universities to be accredited/authorised state and private universities to be completedcompleted

Qualification Profiles represent the reference standards for HEQualification Profiles represent the reference standards for HE – – a Qualification Profile is described in the Specialisation Form for a Qualification Profile is described in the Specialisation Form for each of the specialisations within various fields of studyeach of the specialisations within various fields of study

OS are occasionally developed and applied by universitiesOS are occasionally developed and applied by universities

Qualification - HEQualification - HE

Steps to be takenSteps to be taken Registering all qualifications certified by HE institutions in Registering all qualifications certified by HE institutions in

the NRQ-HE as well as its IT implementation and the NRQ-HE as well as its IT implementation and continuously up-datingcontinuously up-dating

Conceiving a flexible methodology for defining and Conceiving a flexible methodology for defining and permanently reviewing the national qualifications for HE permanently reviewing the national qualifications for HE correlated to the reference levels by means of workshops, correlated to the reference levels by means of workshops, reunions, seminars with both representatives from HE reunions, seminars with both representatives from HE institutions and from social and economic environmentinstitutions and from social and economic environment

Description of the HE qualifications in terms of competences Description of the HE qualifications in terms of competences for each of the 3 cycles of studyfor each of the 3 cycles of study

Collaboration with NATB/NAQ and other stakeholders Collaboration with NATB/NAQ and other stakeholders involved in development and implementation of NQF in order involved in development and implementation of NQF in order to ensure a coherent approachto ensure a coherent approach

Elaboration of a mandatory legislation for qualificationsElaboration of a mandatory legislation for qualifications

Certification - HECertification - HE

State of the artState of the art The The HE DiplomaHE Diploma is the legal entitlement to practice one or is the legal entitlement to practice one or

more occupations according to the specialisation awarded.more occupations according to the specialisation awarded. A A Diploma SupplementDiploma Supplement annexed to the HE Diploma annexed to the HE Diploma

(Bachelor and Master degrees) will be issued for HE (Bachelor and Master degrees) will be issued for HE graduates starting with the academic year 2006-2007graduates starting with the academic year 2006-2007

Awarding bodies:Awarding bodies: MoER – authorised/accredited MoER – authorised/accredited universities – awards are nationaluniversities – awards are national

Steps to be takenSteps to be taken Conceiving a set of validation procedures for certifying Conceiving a set of validation procedures for certifying

each qualification in HEeach qualification in HE All qualifications in HE, after being certified, included in the All qualifications in HE, after being certified, included in the

NRQ-HENRQ-HE

Credits – IVETCredits – IVET

State of the artState of the art Credits are allocated according to the complexity of the Credits are allocated according to the complexity of the

taskstasks 1 credit is attributed for the learning 1 credit is attributed for the learning

outcomes/competences achieved during 60 hours of outcomes/competences achieved during 60 hours of learning activities/workload. One unit can have from 0.5 up learning activities/workload. One unit can have from 0.5 up to 2 creditsto 2 credits

Accumulation of credits is used by vertical progression and Accumulation of credits is used by vertical progression and horizontal mobility for qualifications clustered in one horizontal mobility for qualifications clustered in one vocational domain or similar vocational domainsvocational domain or similar vocational domains

Steps to be takenSteps to be taken Credits recognised in the Certificate SupplementCredits recognised in the Certificate Supplement Responsibility for allocation of credits established – Responsibility for allocation of credits established –

possible scenario: credits allocated by awarding bodies possible scenario: credits allocated by awarding bodies (especially if TSs are developed by awarding bodies)(especially if TSs are developed by awarding bodies)

Definition and allocation of credits in IVET better explained Definition and allocation of credits in IVET better explained to all training providersto all training providers

Barriers: Barriers: certification is realised only for the full certification is realised only for the full qualification, after finalising the training programmequalification, after finalising the training programme

Credits – CVTCredits – CVT

State of the artState of the art Credits are not yet implemented, but prior learning Credits are not yet implemented, but prior learning

(competence units achieved within different learning (competence units achieved within different learning contexts) are recognised within CVTcontexts) are recognised within CVT

Steps to be takenSteps to be taken Credits allocated by sectors – competences associated with Credits allocated by sectors – competences associated with

workplace requirementsworkplace requirements Credits recognised within and between formal CVT system Credits recognised within and between formal CVT system

and non formal/informal CVT system – recognised in the and non formal/informal CVT system – recognised in the Certificate SupplementCertificate Supplement

Transferability of credits facilitated by the correlation Transferability of credits facilitated by the correlation between TSs’ competence units and related OSs’ between TSs’ competence units and related OSs’ competence unitscompetence units

Credits – HECredits – HE

State of the artState of the art Application of the European Credit Transfer System (ECTS) Application of the European Credit Transfer System (ECTS)

in all universities is mandatoryin all universities is mandatory ECTS is ECTS is workload basedworkload based Recognition of credits is realised by mutual agreements Recognition of credits is realised by mutual agreements

between universities and based on the equivalent of hours between universities and based on the equivalent of hours of studyof study

Steps to be takenSteps to be taken Harmonization at the national level of the specific credit Harmonization at the national level of the specific credit

systems - by means of reunions participating university systems - by means of reunions participating university consortia or groups of faculties sharing the same area of consortia or groups of faculties sharing the same area of studystudy

Conceiving of a Informational Package by each HE Conceiving of a Informational Package by each HE institution in the form of a study guide for its own students institution in the form of a study guide for its own students and also for the potential partners interested in inter-and also for the potential partners interested in inter-university cooperationuniversity cooperation

Founding of Counselling and Orientation in Career Centre in Founding of Counselling and Orientation in Career Centre in each HE institution (MoER Order no. 3235/2005)each HE institution (MoER Order no. 3235/2005)

CreditsCredits – – LLL perspectiveLLL perspective

In a LLL perspective, the vertical progression and horizontal In a LLL perspective, the vertical progression and horizontal mobility should be facilitated by recognition of credits mobility should be facilitated by recognition of credits accumulated in various learning systemsaccumulated in various learning systems

IIVET, CVT, HE should be based on compatible or at least VET, CVT, HE should be based on compatible or at least transparent credit allocation and transfer systemstransparent credit allocation and transfer systems

Recognition/transferability of credits between different Recognition/transferability of credits between different learning systems is conditioned by:learning systems is conditioned by:

Consensus buildingConsensus building – active partnership between different – active partnership between different decision makers and stakeholdersdecision makers and stakeholders

Common QA principles implemented within different learning Common QA principles implemented within different learning systems systems

Quality Assurance in E&TQuality Assurance in E&T

State of the artState of the art Different QA approaches in:Different QA approaches in:

Education system (IVET and HE included) – Law no. 87/2006 on the Education system (IVET and HE included) – Law no. 87/2006 on the QA in education, recently implemented within the educational QA in education, recently implemented within the educational institutions promoting CQAF principles – specific methodologies institutions promoting CQAF principles – specific methodologies and instruments (self assessment, external evaluation) developedand instruments (self assessment, external evaluation) developed

Formal CVT, apprenticeship – standard system for authorisation of Formal CVT, apprenticeship – standard system for authorisation of the training providers, based on inputs standards and indicatorsthe training providers, based on inputs standards and indicators

Validation of non formal/informal learning – approach close to Validation of non formal/informal learning – approach close to CQAF principlesCQAF principles

Responsibilities clearly defined and specific institutions in Responsibilities clearly defined and specific institutions in place:place: ARACIP – IVET; ARACIS – HE; NATB/local ACs – CVT; ARACIP – IVET; ARACIS – HE; NATB/local ACs – CVT; MoLSSF/local ACs – apprenticeship; NATB – validation of prior MoLSSF/local ACs – apprenticeship; NATB – validation of prior learninglearning

National Reference PointNational Reference Point – set up as a – set up as a steering groupsteering group to assure the to assure the consistency of QA measures and the implementation of the QAF in consistency of QA measures and the implementation of the QAF in VET – link between national level and European level (representVET – link between national level and European level (representatives atives in in ENQA-VET)ENQA-VET)

Quality Assurance in E&TQuality Assurance in E&T

Steps to be takenSteps to be taken QA seen as a system ensuring the relevance and transparencyQA seen as a system ensuring the relevance and transparency

of the NQF of the NQF QA dealing with:QA dealing with:

the content of qualifications in terms of learning outcomes;the content of qualifications in terms of learning outcomes;

the provision of E&T programmes;the provision of E&T programmes;

the assessment and certification of learning outcomesthe assessment and certification of learning outcomes QA framework for E&T built at national levelQA framework for E&T built at national level A set of QA principles and mechanisms adopted by the relevant A set of QA principles and mechanisms adopted by the relevant

stakeholders – stakeholders – taking into consideration the impact of Law no. 87/2006, taking into consideration the impact of Law no. 87/2006, ensuring the compatibility with ensuring the compatibility with CQAF in VET and Standards and CQAF in VET and Standards and Guidelines for QA in HEGuidelines for QA in HE

Current QA legislation adapted to include all training providersCurrent QA legislation adapted to include all training providers Inter-institutional cooperation of the QA institutions – Inter-institutional cooperation of the QA institutions – acting by acting by

means of Thematic Working Groups and the Forum of NRP to assure a means of Thematic Working Groups and the Forum of NRP to assure a coherent implementation of the common legislation in all the E&T coherent implementation of the common legislation in all the E&T systemssystems

Institutional responsibilitiesInstitutional responsibilities

The The consensus-buildingconsensus-building in policy development regarding NQF is in policy development regarding NQF is a a socialsocial and and political political process, as well as a process, as well as a technicaltechnical one oneA large consultation base ensures the A large consultation base ensures the coherencecoherence of the NQF of the NQF design and implementation and thedesign and implementation and the trust trust between various between various parties who will use the qualificationsparties who will use the qualifications Policy developmentPolicy development is the result of the consensus based is the result of the consensus based decision of the Government and Social Partners (SPs) – main decision of the Government and Social Partners (SPs) – main role in case of Government belongs to MoER and MoLSSProle in case of Government belongs to MoER and MoLSSPTechnical points of viewTechnical points of view are formulated by institutions currently are formulated by institutions currently involved in managing the existing qualification system and in involved in managing the existing qualification system and in implementing the process of reform in E&T under the implementing the process of reform in E&T under the Copenhagen and Bologna Processes (NCDVET, NATB/NAQ, Copenhagen and Bologna Processes (NCDVET, NATB/NAQ, ACPART, NAE) ACPART, NAE) A crucial role have the A crucial role have the sectoral committeessectoral committees (SCs), as (SCs), as representatives of the employers and business sector, trade representatives of the employers and business sector, trade unions, professional bodies, regulation bodies etc. – SCs are unions, professional bodies, regulation bodies etc. – SCs are directly involved in the development and validation of directly involved in the development and validation of qualificationsqualificationsRelevant Relevant stakeholders stakeholders may include also: providers of E&T, may include also: providers of E&T, learners and students, teachers and trainerslearners and students, teachers and trainers

Institutional responsibilitiesInstitutional responsibilities

State of the artState of the art NATB is acting as National Authority for Qualifications (NAQ) NATB is acting as National Authority for Qualifications (NAQ)

– autonomous tripartite body (including representatives of – autonomous tripartite body (including representatives of MoER, MoLSSF, other ministries, and SPs)MoER, MoLSSF, other ministries, and SPs)

Main attributions:Main attributions: Ensuring NQF Ensuring NQF methodological framework at national levelmethodological framework at national level QA of CVT provision (CVT providers and competences centres)QA of CVT provision (CVT providers and competences centres) Management of National Register of Qualifications (NRQ) for all Management of National Register of Qualifications (NRQ) for all

qualification levelsqualification levels Coordination of SCsCoordination of SCs

Cooperation with NCDTVETCooperation with NCDTVET ((attributions in qualifications’ attributions in qualifications’ development indevelopment in IVET), and withIVET), and with ACPART ACPART ((attributions in attributions in qualifications’ development in HE)qualifications’ development in HE)

SCs involved in validation of qualifications SCs involved in validation of qualifications 23 sectors – 18 SCs established through sector agreements, 23 sectors – 18 SCs established through sector agreements,

based on National Tripartite Agreementbased on National Tripartite Agreement (February 2005)(February 2005)

Institutional responsibilitiesInstitutional responsibilities

Steps to be takenSteps to be taken NATB/NAQ – methodological framework, format of NATB/NAQ – methodological framework, format of

qualifications and structure of NQR defined, with the qualifications and structure of NQR defined, with the consultation of ACPART, NCDTVET and other stakeholdersconsultation of ACPART, NCDTVET and other stakeholders

SCs established as legal bodiesSCs established as legal bodies Needed human resources trained – EU support through Phare Needed human resources trained – EU support through Phare

Programme, Programme, ETF, LdV and ETF, LdV and bilateral projectsbilateral projects Activity of the SCs co-financed by the Government and SPs – Activity of the SCs co-financed by the Government and SPs –

a dedicated fund for E&T could be a solutiona dedicated fund for E&T could be a solution Development of qualifications – qualifications developed by Development of qualifications – qualifications developed by

interested bodies (sectors, awarding bodies) and validated by interested bodies (sectors, awarding bodies) and validated by the SCs – new qualifications and priorities for qualifications the SCs – new qualifications and priorities for qualifications development approved by SCs – EU support through Phare development approved by SCs – EU support through Phare ProgrammeProgramme

NQR completed with validated qualificationsNQR completed with validated qualifications NQR managed by NAQNQR managed by NAQ

Conclusions …and recommendations Conclusions …and recommendations

RomaniaRomania Parallel developmentsParallel developments Different approachesDifferent approaches Significant progressSignificant progress Need of coherence based on consensusNeed of coherence based on consensus

Clear objectivesClear objectivesDeterminationDetermination

Dialogue, Dialogue, dialogue, dialoguedialogue, dialogueTTeam workingeam working

CConsensus buildingonsensus buildingSectors firstSectors first

Thank you!Thank you!