Slovenian Qualification
Framework developments
and ECVET
Bled, 17. 9. 2013
Mr Elido Bandelj, director
Nature and scope of the SQF
Philosophy: framework of communication
Purpose:
to achieve transparency and recognisability of qualifications in
Slovenia and the EU,

to support lifelong learning;

to connect and coordinate Slovenian qualifications
subsystems;

To improve accessibility and quality of qualifications with
regard to the labour market and civil society. t → builds on
former reforms underway since 1996
.

Starting point and structure
Starting points:
•
sectoral legislation,
•
KLASIUS (a mandatory national standard used in the recording,
collection, processing, analysis of statistical/analytical data),
•
EQF
Structure: comprehensive framework
10 levels & 3 categories of LOs:
• knowledge, skills and competences (combination of EQF logic &
the logic of national educational programmes and qualifications –
typical programmes/qualifications were analysed when developing
LO descriptors)
.
3 categories of qualifications
1. Educational qualifications: obtained after successfully
completing publicly approved formal educational programmes
(e.g. school leaving certificate, final examination certificate,
general matura certificate, first-cycle diploma…);
2. National vocational qualifications: obtained after assessment
and validation (s.c. certification) of vocational competences
(NVQ certificates);
3. Supplementary qualifications: obtained after assessment and
validation of proffesional or transferable competences that
expand person‘s knowledge, skills and competences for life and
work (eg. certificate in project management)
Qualifications in the SQF
Qualifications acquired
outside the formal
education system
1
Elementary school leaving certificate (lower
educational criteria)
2
Elementary school leaving certificate
NVQ, level 2
3
Final examination certificate (Lower VET)
NVQ, level 3
4
Final examination certificate (Secondary VET)
NVQ, level 4
5
General and vocational matura certificate
NVQ, level 5
6
Higher vocational diploma
NVQ, level 6
7
First-cycle diploma (professional & academic)
/
8
Second-cycle diploma (professional master)
/
9
Magisterij znanosti
/
10
Doctorate degree
/
/
.
Qualifications acquired in the formal
education system

SQF
Levels
LO in the SQF
The SQF links two concepts:
a) The traditional 'input concept’ or educational
activity/programmes concept tied to legal acts which, for
each programme type and associated qualification,
define its purpose, objectives and position in the
education system, and also rights in the sense of the
transitions / employment it enables
a) The learning outcomes concept, introduced at the
system level by the SQF, defines more transparently the
relationships between programmes and qualifications in
the sense of their difficulty and complexity

.
Learning outcomes in formal and
non-formal settings
• After 1996: a gradual shift to learning outcomes;
• However: the term learning outcome has not been used;
• Elementary and general upper secondary education:
learning objectives & (minimum and basic) standards of
knowledge; integration of key competeneces;
• Upper secondary and higher VET: occupational
standards and learning objectives; integration of key
competences;
• Higher education: learning aims; general and subjectspecific competences.

.
…
KNOWLEDGE: is the result of learning and the assimilation of concepts,
principles, theories and practices. Acquisition of knowledge takes place in
various settings: in the educational process, at work and in the context of private
and social life.
SKILLS: the term refers to cognitive skills (e.g. the use of logical, intuitive and
creative thinking) and/or practical skills (e.g. manual, creative skills, use of
materials, tools and instruments).
COMPETENCES: relate to the ability to use and integrate knowledge and skills
in educational, professional and personal situations. We distinguish between
generic and vocationally specific competences. Competences are classified in
the SQF in terms of complexity, autonomy and responsibility.
LEVEL DESCRIPTORS – an example:
Level 2
Basic general and
applied knowledge
covering
understanding of the
main social and
natural concepts,
processes and laws;
serves as the basis
for further learning
and social
participation.
Basic literacy and practical skills
including the use of basic tools,
methods and materials. Ability to
carry out simple, repetitive tasks
consisting of a small number of
operations.
Ability to operate with limited
autonomy on the basis of verbal or
written instructions and to acquire
new knowledge and skills in a
predictable and structured setting.
Taking a limited degree of
responsibility.
Criteria and procedures for inclusion
of qualifications in the SQF
i.
A proposal for the inclusion of educational qualifications into SQF is
prepared by:
• public institutions competent to propose state-approved education
programmes to the Expert Council for adoption (defines the level of SQF
for the individual qualification);
• higher education institutions in application for accreditation of study
programmes (QAAHE defines the level of SQF for the individual
qualification);
ii.
A proposal for the inclusion of NVQ into SQF is prepared by the
public institutions competent to propose NVQs to the Expert Council
for adoption (defines the level of SQF for the individual
qualification).
Following adoption of the EQ or NVQ, the EQF NCP publishes the
details in the register of SQF qualifications.

.
…
The placing of individual types of qualifications in the SQF is based
on two foundations:
a) initially, all types of qualifications were placed in the framework
in accordance with sectoral legislation and KLASIUS.
KLASIUS is a mandatory national standard and is used to classify
education and training activities and the results of education and
training
b) the suitability of the classification was also checked from the
point of view of the conformity of qualifications with learning
outcomes at individual qualification levels.

.
Quality assurance in the SQF
Linked to the accreditation and quality assurance
processes:
ONLY ACCREDITED QUALIFICATIONS WILL BE
INCLUDED IN SQF
Accreditation procedures currently only exist for two types of
qualifications:
• those obtained within the formal education system
(educational qualification);
• outside the formal education system, these procedures only
exist for national vocational qualifications;
Procedures for the accreditation of supplementary qualifications
are currently being developed and are therefore not included in
the framework in this phase.
…
The quality of the SQF depends on two global factors:
1) on the quality of the procedures and processes that are directly tied
to the preparation of the SQF and its application and development;
•
•
•
•
•
•
public consultations which involved all key stakeholders
participation of foreign and domestic experts
preparation of legal basis for SQF (Ministry of Education)
register of SQF qualifications (EQF NCP)
accredited qualifications in the SQF (Expert Councils, QAAHE)
quality assurance institutions (QAAHE, NEI, NIVET, NIAE)
2) on the quality of the national system of education and qualifications
itself;
• dependent on established, high-quality accreditation procedures and
systems of quality assurance
• accreditation procedures and quality assurance systems together provide
integrated oversight of the quality of the education system and the quality
of its outcomes

.
Accreditation procedures and system
of QA in Slovenia
1. Input level:
• legally determined processes of accreditation of:
•
•
•
•
•
education / training providers,
education / training programmes and qualifications,
assessors of vocational competences.
Formally determined assessment regulations.
Broadly defined and outcome oriented curricula (VET: based
on occupational standards), defined teachers‘ level of
education…
2. The process level:
•
introduction of new programmes is externally supported,
•
The quality of processes and outcomes is regularly monitored

.
…
3. The output level:

External national testing is carried out at elementary
education and upper secondary education levels

The system of evaluations (tertiary level) and selfevaluation (primary to upper secondary level) is developed:
.
•
The quality assurance system in VET is structured following Quality
Assurance Reference Framework for VET
The quality assurance system for HE: Quality aasurance agency for
HE follows European standards and guidelines

•
Methodology used to link SQF levels to the
EQF levels
Three-stage methodological analysis
1. Structural comparison of the two frameworks:
two frameworks are comparable and similar in structure but some
differences between them do exist (10 levels, connection of LO with EA)
2.
Conceptual comparison of the two frameworks:
the same three concepts in SQF/EQF correspond but within SQF
emphasis on national ES and labour market
Comparison of SQF and EQF descriptors:
.
SQF level 1 → EQF level 1
SQF level 2 → EQF level 2 (SQF is slightly more demanding)
SQF level 3 → EQF level 3
SQF levels 4 and 5 → EQF level 4, best fit principle
SQF level 6 → EQF level 5
SQF level 7 → EQF level 6
SQF level 8 → EQF level 7
SQF level 9 → EQF level 8, best fit principle
SQF level 10 → EQF level 8

3.

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
Referencing SQF levels to EQF
SQF
EQF
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9
10

.
Complementarities between EQF
and ECVET
Communication instruments
Based on learning outcomes
Centered on qualifications
Emphasis on Lifelong Learning
Focused on Mobility
Transparency oriented
Thank you for your
attention
For more information:
http://www.nok.si/
elido.bandelj@cpi.si