Eqf!!!
THE EUROPEAN QUALIFICATIONS FRAMEWORK FOR LIFELONG LEARNING (EQF)
The EQF is a common European reference framework which links countries’ qualifications systems together, acting as a translation device to make qualifications more readable and understandable across different countries and systems in Europe. It has two principal aims: to promote citizens’ mobility between countries and to facilitate their lifelong learning. The Recommendation formally entered into force in April 2008. It sets 2010 as the recommended target date for countries to relate their national qualifications systems to the EQF, and 2012 for countries to ensure that individual qualification certificates bear a reference to the appropriate EQF level. The EQF will relate different countries’ national qualifications systems and frameworks together around a common European reference - its eight reference levels. The levels span the full scale of qualifications, from basic (Level 1, for example school leaving certificates) to advanced (Level 8, for example Doctorates) levels. As an instrument for the promotion of lifelong learning, the EQF encompasses all levels
Structure
The core of the EQF concerns eight reference levels describing what a learner knows, understands and is able to do – 'learning outcomes'. Levels of national qualifications will be placed at one of the central reference levels, ranging from basic (Level 1) to advanced (Level 8). This will enable a much easier comparison between national qualifications and should also mean that people do not have to repeat their learning if they move to another country.
Background to the EQF’s development
The development of the European Qualifications Framework started in 2004 in response to requests from the Member States, the social partners and other stakeholders for a common reference to increase the transparency of qualifications.
EQF levels
| Level | Knowledge | Skills | Competence | Example |
|---|---|---|---|---|
| Level 1 | Basic general knowledge | basic skills required to carry out simple tasks | work or study under direct supervision in a structured context | (UK) RQF entry level 3.<ref name=UK/> |
| 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 | (UK) GCSE Grades D-G, RQF Level 1, Scottish Intermediate 1;<ref name=UK>"Find and Compare Qualifications Frameworks". European Qualifications Framework. European Commission. Retrieved 8 November 2016.</ref> (Finland) Lower secondary school |
| 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 | (UK) GCSE Grades A*-C, RQF level 2, Scottish Intermediate 2.<ref name=UK/> |
| 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 | (UK) A-level, RQF level 3, Scottish Higher;<ref name=UK/> Abitur, Matura, vocational school, Voorbereidend wetenschappelijk onderwijs |
| Level 5 | Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge | 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 and develop performance of self and others | (UK) HNC, HND, Foundation Degree, RQF levels 3 & 4, Certificate of Higher Education, Diploma of Higher Education, Scottish Advanced Higher.<ref name=UK/> |
| Level 6 | Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles | advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study | manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts; take responsibility for managing professional development of individuals and groups | (UK) Bachelor's degree with honours, Bachelor's Degree without honours, RQF level 6, Graduate Certificate, Graduate Diploma;<ref name=UK/> (Germany) Vocational university German State-certified Engineer, Business Manager and Designer (Fachhochschule) Bachelor, German Fachwirt / Fachkaufmann, German Operative Professional, German Meister |
| Level 7 |
|
specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields | manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches; take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams | (UK) Master's degree, Postgraduate Certificate, Postgraduate Diploma, RQF level 7;<ref name=UK/> (Germany) Vocational university (Fachhochschule) Master's, Geprüfter Betriebswirt (IHK) (Certified Business Administrator).<ref>"Qualifikationen der beruflichen Aufstiegsfortbildung DQR-Niveau 7 zugeordnet" (in German). Retrieved 18 November 2016.</ref> |
| Level 8 | Knowledge at the most advanced frontier of a field of work or study and at the interface between fields | the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice | demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research | Doctorate, PhD, Professional Doctorate, RQF level 8.<ref name=UK/> |
