Qualifications at level 5 of
the EQF
Panteia and 3s
Cedefop study
Amsterdam 13 February 2014
Simon Broek
Overview presentation
Part A: Introduction, aim, research questions
Part B: Importance, roles and functions
Part C: Learning outcomes and structure of programmes
Part D: recommendations
Part A: Introduction, aim, research
questions
Introduction: Level 5: zone of overlap
Traditionally, education and training systems have separate and
distinct sub-systems (general, vocational and academic/higher
education) and these sub-systems are usually related to one another
in a strict hierarchy of primary, secondary and tertiary education
it appears that VET and HE systems are approaching each other: “It
becomes increasingly obvious that the borderlines between VET and
HE are partially blurring” (Dunkel and Le Mouillour, 2009).
Emphasis on permeability, access, progression
What role does Level 5 play in this?
Aim of the study
a better understanding of the roles and functions of
qualifications referred to EQF level 5, for further
learning as well as for employment.
strengthen the understanding of the way in which
the learning outcomes approach is applied in
qualifications frameworks across Europe – using level
5 as a reference point.
Conceptual framework
What is the role and function of qualifications referenced to EQF level 5 for further learning and employment ?
Qualifications frameworks
EQF
EQF level 5:
Descriptors
- knowledge
- skills
- competence
National system(s) of qualifications
MS ... NQF
level(s)
linked to
EQF level
MS 1: 5:
NQF
descriptors
level(s)
linked to
EQF level
5:
descriptors
MS 1, 2,...: Qualifications allocated to
the level of the NQF/system referenced
to EQF level 5
MS 1: Qualifications allocated to the
level of the NQF/system referenced to
EQF level 5
Sufficiently applied?
Referencing
principles:
- learning outcome
approach
- best fit
Aim
GE
VET
Role and
function?
HE
Other
National contexts
System characteristics:
- progression
- permeability
- credit transfer
Purposes of qualifications:
1) Recognise personal growth;
2) Prepare for further learning;
3) Prepare for employment; 4)
Confirm occupational
competence; 5) CPD.
- Labour market
access / mobility
- Further learning
Conceptual framework
What is the role and function of qualifications referenced to EQF level 5 for further learning and employment ?
Qualifications frameworks
EQF
EQF level 5:
Descriptors
- knowledge
- skills
- competence
National system(s) of qualifications
MS ... NQF
level(s)
linked to
EQF level
MS 1: 5:
NQF
descriptors
level(s)
linked to
EQF level
5:
descriptors
MS 1, 2,...: Qualifications allocated to
the level of the NQF/system referenced
to EQF level 5
MS 1: Qualifications allocated to the
level of the NQF/system referenced to
EQF level 5
Sufficiently applied?
Referencing
principles:
- learning outcome
approach
- best fit
Aim
GE
VET
Role and
function?
HE
Other
National contexts
System characteristics:
- progression
- permeability
- credit transfer
Purposes of qualifications:
1) Recognise personal growth;
2) Prepare for further learning;
3) Prepare for employment; 4)
Confirm occupational
competence; 5) CPD.
- Labour market
access / mobility
- Further learning
Research questions
#
Research question
1
Which qualifications have been linked to level 5 of the EQF; to what extent
do countries differ in their use of level 5?
2
Which are the key purposes and functions of qualifications assigned to the
EQF level 5? What is their ‘currency’ in the labour markets and/or in
further learning?
3
What is the profile - expressed in terms of learning outcomes - of
qualifications assigned to EQF level 5? Which other criteria have been
used for placing qualifications at level 5?
4
How have the learning outcomes and ‘best fit’ approaches been applied
for assigning qualifications to the EQF level 5 across countries? What
were the main challenges and opportunities faced by countries?
5
Using EQF level 5 as a reference point – to what extent are countries
using national qualifications frameworks as a tool to improve linkages
between sub-systems/ qualifications and for development of new
qualifications?
6
Using EQF level 5 as a reference point – what are the implications of
learning-outcomes based qualifications levels for individuals in terms of
access, progression and transfer of learning outcomes?
7
Which are the main differences and similarities between countries or
systems with regard to one or more of the above factors?
Methodology
Country analysis in fifteen countries
In-depth analysis of six case studies
Analysis based on:
desk research,
interviews /site visits with umbrella organisations, Ministries,
providers, employers, employees/ graduates, students
Structure report
1. Aim of the study, conceptual framework and research questions
2.Inventory of EQF level 5 qualification types
3. Qualifications at level 5 help people progress in their career and to higher education
4. EQF level 5 qualifications: profile in terms of learning outcomes and input variables
5. Assigning qualifications to the EQF level 5
6. Using NQFs for improving linkages between sub-systems, learning contexts and
qualifications and for developing new qualifications: EQF level 5 as a reference point
7. Learning-outcomes based qualifications levels: implications for individuals in terms
of access, progression and transfer of learning outcomes – EQF level 5 as reference
point
8. Conclusions and recommendations
Country reports / Case study reports
Demarcation
The fifteen countries which are included in this study are those countries
that presented their EQF referencing reports to the EQF Advisory Group by
June 2012. They are:
Austria,
Belgium (Flanders),
Croatia,
Czech Republic,
Denmark,
Estonia,
France,
Ireland,
Latvia,
Lithuania,
Luxembourg,
Malta,
the Netherlands,
Portugal,
United Kingdom (England and Northern
Ireland, Scotland, Wales).
AT
BE (fl)
CZ
DK
DK
EE
FR
FR
FR
FR
HR
HR
IE
IE
LU
LU
LV
MT
MT
MT
NL
PT
UK (Sco)
UK (Sco)
UK (EWNI/Sco)
UK (EWNI)
UK (EWNI/Sco)
UK (EWNI)
UK (Sco)
Int., used in the UK
Reife- und Diplomprüfung der Berufsbildenden Höheren Schule (BHS) / VET college Reifeprüfung certificate and VET
diploma
Hoger Beroepsonderwijs 5 (HBO5) / Higher Vocational Education 5
Profesní kvalifikace / Vocational Qualification
Erhvervsakademiuddannelser / Academy Profession Degree
Erhvervsuddannelse (EUD) / Vocational Degree
Kutsed / Occupational qualification
Brevet de Technicien Supérieur (BTS) / High Technician Certificate
Diplôme Universitaire de technologie (DUT) / University Diploma of technology
Certificats de Qualification Professionnelle (CQP) / Vocational Qualification Certificates
Brevets de Maîtrise (BM) / Further Vocational Training Certificates
Majstorski Ispit / Master Craftsman Exam
Stručni Studij / Short Cycle Professional Study
Higher Certificate
Advanced Certificate
Brevet de Maîtrise / Master Craftsman’s diploma
Brevet de Technicien Supérieur – BTS / Advanced Technician’s Diploma
Pirmā līmeņa profesionālās augstākās izglītības diploms / Diploma of first level professional higher education
Undergraduate Certificate
VET Higher Diploma
Foundation Degree
Associate Degree
Diploma de Especialização Tecnológica (DET) /Technological Specialisation Diploma
Advanced Higher
Scottish Baccalaureate
Higher Education Certificate and Diploma
Foundation Degree
Higher National Diploma and Higher National Certificate
Professional qualification (government-regulated)
Professional Development Awards Level 7 SQF
Professional qualification (unregulated)
Different types of EQF level 5
qualifications
Demarcation
In-depth analysis in 6 countries: Austria, Czech Republic, France, Ireland, Lithuania,
the Netherlands.
C.
AT
AT
Type
Reife- und Diplomprüfung der Berufsbildenden
Höheren Schule (BHS) / VET college Reifeprüfung
certificate and VET diploma
CZ
CZ
CZ
FR
Profesní kvalifikace / Vocational Qualification
Name of specific example
VET college of business administration
VET college of engineering (the ‘electronics and technical
computer science’ speciality is selected)
VQ Human Resources Generalist
VQ Tour Guide
VQ Bereavement Counsellor
University Diploma of Technology in the Management of
Enterprises and
Advanced Certificate in Professional Cookery
Higher Certificate in Culinary Arts
‘Management in Health care’
University Diploma of technology (DUT-Diplôme
Universitaire de Technologie)
IE
Advanced Certificate
IE
Higher Certificate
NL
Associate Degree
Qualifications currently NOT linked to level 5
LT
Qualifications provided by the initial VET school- Kaunas VET Centre for the Specialists of Service Business, that
currently are referenced to the EQF/LTQF level 4, but according to their provided competences should be referenced to
the EQF/LTQF level 5. There will be analysed two such qualifications: Paramedic and Sewing Designer.
LT
NL
Short cycle study qualifications that could be provided by the higher vocational education college/ university of
applied sciences – Kaunas University of Applied Sciences. Two such possible qualifications are analysed: accountant and
technician of mechatronics (automated operation).
The way a private provider is ‘struggling’ to apply the learning outcome approach to get the qualification included in
the NLQF at level 5: Corporate account manager in one of the largest Banks’
Part B: Importance, roles and
functions
Diversity in systems, context and countries
Subsystems in which level 5 is offered
HE/SCHE
IVET
General education
Professional qualifications (CVET)
Difference learning contexts:
Formal learning:
Non-formal learning:
Informal learning:
Distinction between formalised systems and non-formalised systems; i.e. the systems which are state-regulated
and systems which are not.
Country differences:
Countries with only qualifications from outside the formal system linked to EQF level 5
Countries with only one type of qualification (VET or HE) linked to level 5
Countries having more than one type of qualification linked to EQF level 5
Countries providing a diversified landscape
The importance of EQF level 5
qualification types
On the basis of this qualitative assessment the following clusters of countries are
identified:
a) Countries in which EQF level 5 qualifications play an important role: FR and AT.
b) Countries where EQF level 5 qualifications have an average importance: UK, LU, IE, EE, DK
c) Countries where EQF level 5 qualifications have some importance: LV and BE (fl)
d) Countries where EQF level 5 qualifications have little importance: PT, NL, HR, CZ
In Lithuania, there are no qualifications linked to EQF level 5.
Qualification types, importance and sub systems
• Q: number of
qualification
types
• I: Importance;
1: non existent,
2: little
importance, 3:
some
importance, 4:
average
importance, 5:
important (O;
no data)
Role and function
There are qualification types that are primarily oriented towards the labour
market
There are qualification types that are primarily oriented to access in HE
There are qualifications having a clear hybrid character
EQF level 6 LO
Post-Initial education/employment
EQF
level 6
qualific (D’)
ation or
higher
(M)
(L)
(J)
Employment
with a
qualification
at level 6
Education
programme
preparing to obtain
a qualification at
EQF level 6
In employment
(J)
EQF level 5 LO
(E)
EQF
level 5
qualific
ation
(D)
Employment (K)
with a
qualification
at levell 5
Education
programme
preparing to
obtain a
EQF level 5
qualification
(C)
(B)
EQF level 5
qualification
(A)
EQF level 4, 3 LO
Level of Learning Outcomes of education programmes. This is used to indicate the
level at which a person is able to work
Initial
education
EQF
level 4,
3
qualific
ation
(G)
Employment
with a
qualification
at level 3/4
(H)
In employment
(I)
Temporal order of event
(F)
Employment with a
qualification at
levell 5
- New occupation:
career changce
- Same
occupation,
promotion within
occupation
Routes related
to EQF level 5
qualifications
In France, in spite of its labour market focus, the
University Diploma in Technology ‘Management of
Enterprises and Administrations’ (DUT-GEA) has
the advantage of providing its holders with the
opportunity to continue their further formal
learning through different higher education
pathways. On average 80 per cent of the graduates
continue their studies.
EQF level 6 LO
Post-Initial education/employment
EQF
Employment
level 6
with a
qualific (D’)
qualification
ation or
at level 6
higher
(M)
(L)
(J)
Education
programme
preparing to obtain
a qualification at
EQF level 6
In employment
(J)
(E)
EQF level 5 LO
In the UK (Sco), the ‘Scottish Baccalaureate’ is
primarily seen as a preparatory qualification for
HE.
Initial
education
EQF
Employment (K) Education
level 5
programme
with a
(D)
qualific
preparing to
qualification
ation
obtain a
at levell 5
EQF level 5
qualification
(A)
EQF level 4, 3 LO
With regards to the education progression route,
illustrative examples can be found in the UK and
France.
Level of Learning Outcomes of education programmes. This is used to indicate the
level at which a person is able to work
Routes related to level 5: education
progression route (A-B-C)
EQF
Employment
level 4,
with a
3
(G)
qualification
qualific
at level 3/4
ation
(B)
EQF level 5
qualification
(H)
In employment
(I)
Temporal order of event
Employment with a
qualification at
(C)
levell 5
- New occupation:
(F)
career changce
- Same
occupation,
promotion within
occupation
EQF level 6 LO
Initial
education
Post-Initial education/employment
EQF
Employment
level 6
with a
qualific (D’)
qualification
ation or
at level 6
higher
(M)
(L)
(J)
Education
programme
preparing to obtain
a qualification at
EQF level 6
In employment
(J)
EQF level 5 LO
(E)
EQF
Employment (K) Education
level 5
programme
with a
(D)
qualific
preparing
to
qualification
ation
obtain a
at levell 5
EQF level 5
qualification
(A)
EQF level 4, 3 LO
With regards to the education route preparing
for employment at EQF level 5, almost all level
5 qualifications can be mentioned as an
example
Level of Learning Outcomes of education programmes. This is used to indicate the
level at which a person is able to work
Routes related to level 5: The education
route preparing for employment at EQF
level 5 (A-B-F)
EQF
Employment
level 4,
with a
3
(G)
qualification
qualific
at level 3/4
ation
(B)
EQF level 5
qualification
(H)
In employment
(I)
Temporal order of event
Employment with a
qualification at
(C)
levell 5
- New occupation:
(F)
career changce
- Same
occupation,
promotion within
occupation
Qualifications can be used to increase the level of
operation in current occupation (promotion) via
accreditation of prior experiences. An example of
where the EQF level qualification is used for this
purpose is in Estonia. The Occupational
Qualification in Estonia confirms occupational
competence and/or licence to practise. The
qualification is obtained via work-based learning.
EQF level 6 LO
Post-Initial education/employment
EQF
Employment
level 6
with a
qualific (D’)
qualification
ation or
at level 6
higher
(M)
(L)
(J)
Education
programme
preparing to obtain
a qualification at
EQF level 6
In employment
(J)
(E)
EQF level 5 LO
The horizontal career switch route on the basis
of accreditation of prior experiences (D-E-F and
D’-E’-F ), i.e. while continuing working at the
same level (or working on a higher level)
obtaining a qualification on the basis of
accreditation of prior experiences;
Initial
education
EQF
Employment (K) Education
level 5
programme
with a
(D)
qualific
preparing to
qualification
ation
obtain a
at levell 5
EQF level 5
qualification
(A)
EQF level 4, 3 LO
The occupation promotion (vertical labour
mobility) route via accreditation of prior
experiences (G-I-F);
Level of Learning Outcomes of education programmes. This is used to indicate the
level at which a person is able to work
Routes related to level 5: employment route
EQF
Employment
level 4,
with a
3
(G)
qualification
qualific
at level 3/4
ation
(B)
EQF level 5
qualification
(H)
In employment
(I)
Temporal order of event
Employment with a
qualification at
(C)
levell 5
- New occupation:
(F)
career changce
- Same
occupation,
promotion within
occupation
EQF level 6 LO
Post-Initial education/employment
EQF
Employment
level 6
with a
qualific (D’)
qualification
ation or
at level 6
higher
(M)
(L)
(J)
Education
programme
preparing to obtain
a qualification at
EQF level 6
In employment
(J)
(E)
EQF level 5 LO
For instance, in the Netherlands, since there is a large
coherence in both the content and in-depthness of
the ‘Associate Degree’ and the related professional
Bachelor, making the transition from the first to the
latter appears easy.
Initial
education
EQF
Employment (K) Education
level 5
programme
with a
(D)
qualific
preparing to
qualification
ation
obtain a
at levell 5
EQF level 5
qualification
(A)
EQF level 4, 3 LO
The horizontal career switch route on the basis of an
education programme (D-K-B-F), (D’-J-B-F (higher)),
and (G-H-B-F (lower)), i.e. while continuing operating
at the same level (or higher/lower level) obtaining a
qualification on the basis of an education programme.
Level of Learning Outcomes of education programmes. This is used to indicate the
level at which a person is able to work
Routes related to level 5: mixed route
EQF
Employment
level 4,
with a
3
(G)
qualification
qualific
at level 3/4
ation
(B)
EQF level 5
qualification
(H)
In employment
(I)
Temporal order of event
Employment with a
qualification at
(C)
levell 5
- New occupation:
(F)
career changce
- Same
occupation,
promotion within
occupation
Qualifications at level 5 play an
increasingly important role
Level 5 qualifications types play an important role for a number of reasons.
In many countries they firstly play a role in allowing easier, step-by-step
transitions from VET to higher education without loosing a labour market focus.
Secondly, related to the first reason, the level 5 type qualifications are
particularly relevant for people already in employment as they often are more
labour market oriented than Bachelor programmes, however, allow for
progression in ones career.
Thirdly, the level 5 type qualifications are or are becoming more recognised as
being of labour market relevance.
Part C: Learning outcomes and
structure of programmes
Learning outcomes descriptions
The learning outcomes are very differently described for the specific qualifications studied.
First of all, there is a difference in the scope what is described; either full qualifications or
separate units/modules of qualifications.
Secondly, the concepts and terminology used differs across qualifications and national
contexts.
Descriptions are developed on the basis of a professional /occupational profile.
No noticeable differences were found between VET and HE systems descriptions
C
AT
Categories/dimensions/domains used for describing
the national level linked to EQF level 5
Knowledge, skills, competence
BE (fl)
Knowledge (explanatory and procedural), skills (quality
Professional qualification profiles: have to
to work effective and efficiently on the basis of
be
by the descriptor elements of
knowledge), context (where the knowledge and skills are the structured
FQF ()
used, relations with others), autonomy and responsibility
CZ
Competences (closely linked to work tasks and
processes); NSK level descriptors do not explicitly
distinguish categories of learning outcomes although
they have been developed in close connection to the
EQF)
DK
EE
FR
Categories/dimensions/domains used for
describing qualifications linked to EQF level 5
VET standards: professional competences,
methodical competence, social and personal
competence
Learning outcomes constituting an
individual vocational qualification are present
in Qualification and Assessment Standards;
they are coded, categorised, and related to the
Database of Competences – structured in
three elementary categories: Soft
Competences; General skills; Vocational
knowledge and skills;
Knowledge (Type and complexity, Understanding),
Skills (Type, Problem solving, Communication),
VET qualifications and SCHE: Knowledge,
skills, competence
Competence (Space for action, Cooperation and
responsibility, Learning)
Knowledge, skills, competence; sub-framework for
professional/occupational qualifications: Knowledge and
Occupational qualification standards:
knowledge, competence
understanding, skills, Scope of independence and
responsibility
Referential standards (occupational and
referential standards): practical
Level descriptor does not use separate categories but certification
capacities (i.e. skills), related competences
reflects knowledge, skills and competence
(savoir-faire), associated knowledge (savoirs
associés)
Input variables
The way the study intensity/volume or duration of the course leading to the level 5 qualification is
expressed is largely dependent on the sub-system the qualification is related to.
ECTS points
Hours
Years/months
The mode of delivery can be school-based, work-based and dual (combination of both). In
addition a distinction can be made between full-time and part-time education programmes. The
mode of delivery depends on the sub-system the qualification belongs to:
Predominantly, the HE governed qualifications are ‘school-based’ including a considerable work-based part.
For the VET governed qualifications at the EQF level 5, the focus is more on gaining practical experience while
learning.
professional qualifications, often procedures for validation of prior experience
general education systems are generally school-based
qualifications in the formal HE sub-system are often more uniformly described in terms of mode
of delivery and volume of the programme.
When relating the learning outcome descriptions and the mode of delivery, it can be observed
that when there is more emphasis on generic, transversal competences, the mode of delivery
tends to be more school-based. On the other hand, focus on technical/occupational skills
translates into a more work-based mode of delivery.
Part D: Recommendations
Recommendations
(A) It is recommended to stimulate a diversification of qualifications at EQF level 5
in the countries.
(B) It is recommended to clarify that qualifications frameworks concern
qualifications and not education and training programmes.
(C) It is recommended to further stimulate the use of the learning outcomes
approach for describing individual qualifications and assigning them to NQF levels
on the basis of these descriptions.
(D) It is recommended to devote specific studies on qualifications with similar
titles now linked to different EQF levels.
(E) It is recommended to improve transparency of procedures for assigning
qualifications to NQF levels; this for qualifications obtained in formal, non-formal
and informal learning contexts.
(F) It is recommended to look at the issue of level 5 qualification, key purpose,
linkages, progression again after some years as a proxy for the implementation of
the EQF in general.
Thank you for your attention
Report will be available soon at
the Cedefop website:
http://www.cedefop.europa.eu/
EN/Index.aspx
nl.linkedin.com/in/simonbroek/
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