Qualification Frameworks. NUAS, Reykjavik, November 2009 Etelka Tamminen Dahl, University of Bergen

Transkript

1 Qualification Frameworks NUAS, Reykjavik, November 2009 Etelka Tamminen Dahl, University of Bergen

2 Kvalifikasjonsrammeverk og ENQA -standardene 1) The framework of qualifications for the European Higher Education Area, Dublin descriptors 2) European Qualifications Framework for LLL (EQF) 3) Nasjonale rammeverket for kvalifikasjoner Norge Danmark Island Finland Sverige 4) Selvsertifisering 5) Standards and Guidelines for Quality Assurance in the European Higher Education Area

3 In un giorno non si fé Roma

4 The Bologna Website Useful links Qualification Frameworks European University Association EU ECTS User s Guide

5 Bologna prosessen - ministermøtene Høyere utdanning i Europa Bologna, land Praha, 2001 Berlin, 2003 Bergen, land London, land Leuven, 2009 Wien/Budapest 2010 Bukarest 2012

6 Kvalifikasjonsrammeverk hva er det? Systematisk beskrivelse av et utdanningssystem i nivåer (læringssystem) Hvert nivå beskrives med kjennetegn som: Antall studiepoeng som kreves for nivået Læringsutbytte/-resultater/sluttkompetanse (ikke innsats) Studiemuligheter videre/evt yrkesutøvelse

7 ECTS Users s Guide 2008 Final version ECTS and learning outcomes Learning outcomes are verifiable statements of what learners who have obtained a particular qualification, or completed a programme or its components are expected to know, understand and be able to do. As such they emphasise the link between teaching, learning and assessment. Learning outcomes statements are typically characterised by the use of active verbs expressing knowledge, comprehension, synthesis and evaluation, etc

8 Terminologi Norge Læringsutbytte Slik begrepet brukes omfatter det både det som er foreskrevne mål for studentenes læring, samt resultatene av denne læringen slik det kan fanges opp gjennom eksamen og karaktersetting. NIFU/STEP, Rapport 40/2007 Anbefaling: - Læringsmål og læringsresultater

9 Terminologi Kvalifikationsramme för videregående uddannelse uddannelsesmål læringsudbytte Vidmid um adri menntun og prófgradur * hafnivedmid Tutkintojen ja muun osaamisen viitekehys osaamistavoite (ammattitaitovaatimus, ammattitutk.) osaamistulos, inlärningsresultat (fi.sv.) Kvalifikasjonsrammeverk Læringsutbytte (læringsmål, læringsresultat) Nationell referensram för examina lärandemål läranderesultat

10 Extract from the communiqué of Bologna ministers responsible for Higher Education, 2005 We adopt the overarching framework for qualifications in the European Higher Education Area, comprising three cycles (including with national context, the possibility of intermediate qualifications), generic descriptors for each cycle based on learning outcomes and competences, and, and credit ranges in the first and second cycles. We commit ourselves to elaborating national frameworks for qualifications compatible with the overarching framework for qualifications in the EHEA by 2010, and to having started the work on this by We ask the Follow-up group to report on the implementation and further development on the overarching framework.

11 Ministerkonferansen i Bergen 2005 Vi vedtar det overordnete rammeverket for kvalifikasjoner i Det europeiske området for høyere utdanning, med tre nivåer for grader (inkludert, i nasjonal sammenheng, muligheten for kvalifikasjoner mellom gradsnivåene), allmenne deskriptorer for hvert gradsnivå basert på læringsutbytte og kompetanse, og et definert omfang av studiepoeng for første og andre nivå. Vi forplikter oss til å utarbeide nasjonale rammeverk for kvalifikasjoner som er forenlige med det overordnete rammeverket innen 2010, og til å ha begynt arbeidet innen 2007.

12 The framework for qualifications for the European Higher Education Area (Dublin descriptors) Adopted by the Bologna Ministries in Bergen in May 2005

13 The framework of qualifications for the European Higher Education Area Three Levels/Cycles Five strands: 1) Knowledge and understanding 2) Applying knowledge and understanding 3) Making judgements 4) Communications skills 5) Learning skills

14 Learning outcomes Learning outcomes: Statement of what a learner is expected to know, understand and/or be able to demonstrate at the end of a period of learning. (Bologna Working Group on Qualifications Framework)

15 The framework of qualifications for the European Higher Education Area, adopted by the Bologna Ministers in Bergen in 2005 Qualifications that signify completion of the first cycle are awarded to students who: Have demonstrated knowledge and understanding in a field of study that builds upon their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects, that will be informed by knowledge of the forefront of their field of study; Can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study; Have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues; Can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; Have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.

16 Qualifications that signify completion of the second cycle are awarded to students who: Have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context; Can apply their knowledge and understanding, and problem solving abilities in a new or unfamiliar environments within broader (or multidisciplinary) context related to their field of study; Have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments; Can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously; Have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous.

17 Qualifications that signify completion of the third cycle are awarded to students who: Have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field; Have demonstrated the ability to conceive, design, implement and adapt a substantial process of research associated with that field; Have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publications; Are capable of critical analysis, evaluation and synthesis of new and complex ideas; Can communicate with the peers, the larger scholarly community and with society in general about their areas of expertise; Can be expected to be able to promote, within academic and professional context, technological, social or cultural advancement in knowledge based society.

18 Quality assurance Standards and Guidelines for Quality Assurance in the European Higher Education Area The ENQAstandards: Guidelines: The quality assurance of programmes and awards are expected to include: * development and publication of explicit intended learning outcomes 18

19 Hvorfor?

20 Hvorfor rammeverk? Studenter/kandidater BEVISSTGJØRING Svar på hvilken (generell) kompetanse fullført utdanning gir Klar beskrivelse av kvalifikasjonenes innhold øker verdien av Diploma Supplement Forståelse av systemet Forutsigbarhet bør gi bedre muligheter å planlegge studiene Motivering for læring klare mål Godkjenning av tidligere utdanning Muligheter for å søke arbeid i et utvidet arbeidsmarked Muligheter for avkortning (exemption) av studier (Accreditation of Prior learning; Accreditation of Prior Experiential Learning)

21 Hvorfor rammeverk? Lærestedene Verktøy for lærestedene i forbindelse med utarbeidelse av studieplaner Bevisstgjøring i planleggingen Kan brukes som evalueringskriterier mot et studieprogram (verktøy for programsensor) Styrke institusjonenes arbeid med kvalitetssikringssystemene og kvalitetsutvikling Godkjenning av utenlandsk utdanning Tydeliggjøre lærestedets forpliktelser overfor studentene Lärarkollegiet kan öka samsynet (NSHU)

22 Norge Nivåbeskrivelsene 3 nivåer (syklus) Det norske nasjonale kvalifikasjonsrammeverket beskriver kunnskaper, ferdigheter og generell kompetanse det forventes at alle kandidater som har fullført utdanning på det aktuelle nivå skal ha. Ulike beskrivelser for de tre nivåene, men gyldig for alle kandidater uavhengig fagområde Kvalifikasjonsrammeverket er kumulativt det forutsettes at læringsutbyttet for nivået under er oppnådd, dvs gjentas ikke på nivået etter

23 1. syklus The Norwegian Qualification Framework for Higher Education - First cycle Knowledge Skills General Competence The candidate -has broad knowledge of important topics, theories, issues, processes, tools and methods within the academic field -is familiar with research and development work in the field - can update his/her knowledge in the field -has knowledge of the history, traditions, distinctive character and place in society of the academic field The candidate -can apply academic knowledge and relevant results of research and development work to practical and theoretical problems and make wellfounded choices -can reflect upon his/her own academic practice and adjust it under supervision -can find, evaluate and refer to information and scholarly subject matter and present it in a manner that sheds light on the problem -masters relevant scholarly tools, techniques and forms of communication The candidate -has insight into relevant academic and professional ethical issues -can plan and carry out varied assignments and projects over time, alone or as part of a group, and in accordance with ethical requirements and principles -can communicate important academic subject matter such as theories, problems and solutions, both in writing and orally, as well as through other relevant forms of communication -can exchange opinions and experiences with others with a background in the field, thereby contributing to the development of good practice - is familiar with new thinking and innovation processes

24 1. syklus The Norwegian Qualification Framework for Higher Education Second Cycle Knowledge Skills General Competence The candidate - has advanced knowledge within the academic field and specialized insight in a limited area - has thorough knowledge of the scholarly or artistic theories and methods in the field - can apply knowledge to new areas within the academic field - can analyze academic problems on the basis of the history, traditions, distinctive character and place in society of the academic field The candidate - can analyze existing theories, methods and interpretations in the field and work independently on practical and theoretical problems - can use relevant methods for research and scholarly and /or artistic development work in an independent manner -can analyze and deal critically with various sources of information and use them to structure and formulate scholarly arguments - can carry out an independent, limited research or development project under supervision and in accordance with applicable norms for research ethics The candidate -can analyze relevant academic, professional and research ethical problems - can apply his/her knowledge and skills in new areas in order to carry out advanced assignments and projects - can communicate extensive independent work and masters language and terminology of the academic field - can communicate about academic issues, analysis and conclusions in the field, both with specialists and the general public - can contribute to new thinking and innovation processes

25 1. syklus The Norwegian Qualification Framework for Higher Education Third cycle Knowledge Skills General Competence The candidate - is in the forefront of knowledge within his/her academic field and masters the field s philosophy of science and/or artistic issues and methods - can evaluate the expediency and application of different methods and processes in research and scholarly and/or artistic development projects - can contribute to the development of new knowledge, new theories, methods, interpretations and forms of documentation in the field The candidate - can formulate problems, plan and carry out research and scholarly and/or artistic development work - can carry out research and scholarly and/or artistic research work of a high international standard - can handle complex academic issues and challenge established knowledge and practice in the field The candidate - can identify new relevant ethical issues and carry out his/her research with scholarly integrity - can manage complex interdisciplinary assignments and projects - can communicate research and development work through recognised Norwegian and international channels - can participate in debates in the field in international forums - can assess the need for, initiate and practice innovation

26 Levels of thinking during the learning process Benjamin Bloom The Cognitive Domain 1) Knowledge (lowest level) * describe, collect, define, describe, present, list, identify 2) Comprehension * describe, discuss, explain, indicate, interpret, translate 3) Application * apply, assess, prepare, produce, show, solve, use 4) Analysis * break down, classify, criticise, investigate, point out 5) Synthesis * assemble, combine, establish, formulate, generate, summarise 6) Evaluation (highest level) * assess, criticise, compare, grade, measure, value The affective domain (attitudes, feelings, values) The psychomotor domain

27 Implementering i læreplaner Undervisningsmetoder og vurderingsformer Rekkefølge: 1. Læringsmålbeskrivelser 2. Beregning av arbeidsmengde for studentene 3. Valg av undervisningsmetoder (på hvilken måte skal studenten oppnå læringsmålene) 3. Valg av vurderingsformer Skal være i overensstemmelse med hverandre!

28 Undervisning og vurdering Hvordan kan vi vite om studenten har nådd læringsmålene som vi beskriver i læreplanene og fagemnebeskrivelsene? Læringsmålene skal kunne - observeres - vurderes/testes - måles

29 Formulering i en studie/fagplan og i en emnebeskrivelse om kunnskaper, ferdigheter og generell kompetanse Ved fullført bachelorprogram i økonomi og administrasjon skal kandidaten : Fem, seks beskrivelser på et generelt nivå Ved fullført emne skal kandidaten: Seks til åtte beskrivelser

30 30

31 Danmark Nasjonalt rammeverk since 2003, Kvalifikationsnøgle Uddanningsmålene: praktiske, akademiske og faglige kompetancer Implementert ved mange læresteder Nytt kvalitetsråd i 2007 Akkrediteringsrådet ACE Denmark, akkredideterer universitetsuddannelser

32 Danmark Ny dansk kvalifikasjonsramme, 1 July 2008, vedtatt av Undervisningsministeriet, Videnskabsministeriet og Kulturministeriet Implementeres i Diploma Supplement 2010 Strands Elementer - Områder: Viden og forståelse: Videnfeltet, forståelses- og refleksionsnivå Færdigheter: Typen af færdigheter; Vurdering og beslutning; Formidling Kompetencer: Handlingsrummet; Samarbejde og ansvar; Læring Kvalifikasjonsnivåer Kvalifikasjonstyper

33 Grader i Danmark Grader på kort videregående niveau: Erhversakademigraden (AK), ECTS VVU-graden (AU), 60 ECTS, v.uddannelse for voksne Grader på bachelorniveau: Professionsbachelorgraden, ECTS Bachelorgraden, 180 ECTS Diplomgraden, 60 ECTS,viderutdannelse for voksne Grader på kandidatniveau: Kandidatgraden, 120 ECTS Mastergraden, 60 ECTS, videreuddannelse for voksne Grader på forskerniveau: Ph.d.-graden, 180 ECTS

34 Island The National Qualification Framework for Iceland Description of the structure of education and degrees at higher education level based on learning outcomes Bachelor, Master and Candidatus, Doctorate degree As each cycle can cover different qualification objectives, the cycles are divided into levels. It also includes generic descriptions of learning outcomes and competences The self certification process 2009

35 Finland Tutkintojen ja muun osaamisen kansallinen viitekehys, Opetusministeriön työryhmämuistioita ja selvityksiä 2009:24 Forslag på høring 8 Nivåer, høyere utdanning 6 8 Strands Elementer: Tieto - Kunnskap Työskentelytapa ja soveltaminen Arbeidsmåte og anvendelse Vastuu, johtaminen, yrittäjyys Ansvar, ledelse, entreprenørskap Arviointi Evaluering Elinikäisen oppimisen avaintaidot Nøkkelkunnskaper for livslang læring

36 Sverige Nationell referensram för examina, reg. nr National qualifications framework for higher education in Sweden three cycles (entry requirements qualitative targets) Grundnivå-Avancerad nivå-forskarnivå (Three cycles) Elementer - Strands: Kunskap og forståelse - Knowledge and understanding Färdighet och förmåga - Skills and abilities Värderingsförmåga och förhållningssätt - Judgement and approach

37 Sverige - högskoleförordninger Examina på grundnivå Generella examina Högskoleexamen, 120 högskolepoeng Kandidatexamen, 180 högskolepoeng Konstnärliga examina Konstnärlig högskoleexamen, 120 högskolepoeng Konstnärlig kandidatexamen, 180 hogskolepoeng Yrkesexamina Arbetsterapeutexamen,180 Audionomexamen, 180 Biomedicinsk analytikerexamen, 180 Brandingenjörsexamen, 210

38 Sverige Högskoleförordningen grundnivå (forts.) Dietistexamen, 180 Folkhögskollärarexamen, 60 Högskoleingenjörsexamen, 180 Optikerexamen, 180 Ortopedingenjörsexamen, 180 Receptarieexamen,180 Röntgensjuksköterskeexamen, 180 Sjukgymnastexamen, 180 Sjuksköterskeexamen, 180 Sjöingenjörsexamen,180 Sjökaptensexamen, 180 Socionomexamen, 210

39 Sverige Högskoleförordningen-grundnivå forts. Studie- och yrkesvägledarexamen, 180 Tandhygienistexamen, 120 Tandteknikerexamen, 180

40 Sverige Examina på avancerad nivå Generella examina Magisterexamen, 60 Masterexamen, 120 Konstnärliga examina Konstnärlig magisterexamen, 60 Konstnärlig masterexamen, 120

41 Sverige, forts Yrkesexamina Apotekarexamen, 300 högskolepoeng Arkitektexamen, 300 Barnmorskeexamen, sjuksköterskeexamen+90 Civilekonomexamen, 240 Civilingenjörsexamen, 300 Juristexamen, 270 Logopedexamen, 240 Läkarexamen, 330 Psykologexamen, 300 Psykoterapeutexamen, psykoexamen+90 Sjukhusfysikerexamen, 300 Specialistsjuksköterskeexamen, sjuksk.e.+60

42 Sverige - Högskoleförordningen Speciallärarexamen,lärarexamen Specialpedagogexamen, Tandläkarexamen, 300 Examina på grundnivå eller avancerad nivå Lärarexamen 180,210,240,270,300,330

43 Sverige Examina på forskarnivå Licentiatexamen /Upphör att gälla U: / Doktorsexamen Generella examina /Träder i kraft I: / Licentiatexamen Doktorsexamen, 240 Konstnärliga examina Konstnärlig licentiatexamen

44 Sverige examina under andre departementer Agronom, 270 Hortonom, 300 Jägmästarexamen, 300 Landsskapsarkitektexamen,300 Veterinærexamen, 330 Djursjukvårdareexamen,120 Hipplogexamen, 120 Landsskapsing.examen,180 Lantmästareexamen, 120 Officerexamen, 3 år Skogmästarexamen, 180 Skogsteknikerexamen, 120 Trädgårdsingenjörsexamen, 120

45 Selvsertifisering av det nasjonale rammeverket om det er i overensstemmelse med det europeiske (forpliktelse i Bolognaprosessen)

46 Selvsertifisering Kriterier for verfiseringen 1) The national framework for higher education qualifications and the body or bodies responsible for its development are designated by the national ministry with responsibility for higher education. 2) There are clear demonstrable link between the qualifications in the national framework and the cycle qualification descriptors of the European framework. 3) The national framework and its qualifications are demonstrably based on learning outcomes and the qualifications are linked to ECTS or ECTS compatible credits. 4) The procedures for inclusion of qualifications in the national framework are clear. 5) The national quality assurance systems for higher education refer to the national framework of qualifications and are consistent with the Berlin Communiqué and any subsequent communiqué agreed by ministers in the Bologna process. 6) The national framework and any alignments with the European framework are referenced in all Diploma Supplements 7) The responsibilities of the domestic parties to the national framework are clearly determined and published.

47 Selvsertifiseringen angående kompabilitet 1. The competent national body/bodies shall certify the compatibility of the national framework with the European framework 2. The self-certification process shall include the stated agreement of the quality assurance bodies in the country in question recognised through the Bologna process. 3. The self-certification process shall involve international experts. 4. The self-certification and the evidence supporting it shall be published and shall address separately each of the criteria set out. 5. The ENIC and NARIC networks shall maintain a public listing of States that have confirmed that they have completed the selfcertification process. 6. The completion of the self-certification process shall be noted on Diploma Supplements issued subsequently by showing the link between the national framework and the European framework.

48 European Qualification Framework for lifelong learning Det europeiske kvalifikasjonsrammeverket for livslang læring nivåer fra avsluttet grunnskoleopplæring til høyeste akademisk nivå, både formelt oppnådde kvalifikasjoner og læringsutbytte oppnådd i arbeidslivet eller på annen måte - beskriver nivåene (level) ved hjelp av læringsutbyttebeskrivelser innenfor tre læringsområder: - teoretiske og/eller faktaorienterte kunnskaper - kognitive (bruk av logisk, intuitiv og kreativ tenkning) og praktiske ferdigheter - evne til å ta ansvar og være selvstendig, kompetanse Det anbefales at nasjonale kvalifikasjonsrammeverk relateres til EQF innen 2010 og at vitnemål som beskriver kvalifikasjoner bør ha referanse til et EQF nivå fra 2012

49 Terminologi Learning outcomes Learning outcomes are statements of what a learner knows, understands and is able to do on completion of a learning process. EQF Learning outcomes The set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process. European guidelines for validating non-formal and informal learning - Høsten 2009

50 Country A Country B Qualification Qualification Qualification Qualification EQF Level 8 EQF Level 7 EQF Level 6 EQF Level 5 EQF Level 4 EQF Level 3 EQF Level 2 Qualification Qualification Qualification EQF Level 1

51 Swedish postsecondary engineering education (Påbygnadsutbildning) = EQF Level 4 = Irish post secondary education at national level 6 (Advanced certificate) E Q F

52 Knowledge Level 1 The learning outcomes relevant to Level 1 are basic general knowledge Level 2 The learning outcomes relevant to Level 2 are basic factual knowledge of a field of work or study Level 3 The learning outcomes relevant to Level 3 are knowledge of facts, principles, processes and general concepts, in a field of work or study Level 4 The learning outcomes relevant to Level 4 are factual and theoretical knowledge in broad contexts within a field of work or study

53 Knowledge Level 5 The learning outcomes relevant to Level 5 are comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge Level 6 The learning outcomes relevant to Level 6 are advanced knowledge of a field of work or study involving a critical understanding of theories and principles Level 7 The learning outcomes relevant to Level 7 are highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research Critical awareness of knowledge issues in a field and at the interface between different fields Level 8 The learning outcomes relevant to Level 8 are knowledge at the most advanced frontier of field of work or study and at the interface between fields

54 Skills Level 1 The learning outcomes relevant to Level 1 are basic skills required to carry out simple tasks Level 2 The learning outcomes relevant to Level 2 are 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 Level 3 The learning outcomes relevant to Level 3 are a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information Level 4 The learning outcomes relevant to Level 4 are a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study

55 Skills Level 5 The learning outcomes relevant to Level 5 are a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems Level 6 The learning outcomes relevant to Level 6 are advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study Level 7 The learning outcomes relevant to Level 7 are 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 Level 8 The learning outcomes relevant to Level 8 are 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

56 Competence Level 1 The learning outcomes relevant to Level 1 are work or study under direct supervision in a structured context Level 2 The learning outcomes relevant to Level 2 are work or study under supervision with some autonomy Level 3 The learning outcomes relevant to Level 3 are take responsibility for completion of tasks in work or study adapt own behaviour to circumstances in solving problems Level 4 The learning outcomes relevant to Level 4 are exercise self management within the guidelines of work or study contexts that are usually predictable, but are subject to change

57 Competence supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities Level 5 The learning outcomes relevant to Level 5 are exercise management and supervision in contexts of work or study activities where there is unpredictable change review and develop performance of self and others Level 6 The learning outcomes relevant to Level 6 are 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

58 Level 7 Competence The learning outcomes relevant to Level 7 are 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 Level 8 The learning outcomes relevant to Level 8 are demonstrate substantial authority, innovation, autonomy, scholarly or professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research

59 Relevant læringsutbytte for nivå 5 Kunnskaper (teoretiske og/eller faktaorientert) - allsidig, spesialisert, faktuell og teoretisk kunnskap innenfor et arbeidsområde eller studium og bevissthet om grensene for denne kunnskapen. Ferdigheter (kognitive og praktiske) - et allsidig sett kognitive og praktiske ferdigheter som kreves for å utvikle kreative løsninger på abstrakte problemer Kompetanse (evne til å ta ansvar og være selvstendig) utøve ledelse og veiledning i forbindelse med arbeid eller studier, også i uforutsette situasjoner - vurdere og utvikle egne og andres prestasjoner Relevant læringsutbytte for nivå 6 - avansert kunnskap innenfor et arbeidsområde eller studium som krever kritisk forståelse av teorier og prinsipper - avanserte ferdigheter, som viser profesjonalitet og nytenking og som kreves for å løse komplekse og uforutsette problemer innenfor et spesialisert arbeidsområde eller studium. - forvalte komplekse tekniske eller faglige aktiviteter eller prosjekter, og kunne ta beslutninger i uforutsette arbeidseller studiesituasjoner - ta medansvar for den faglige utvikling av enkeltpersoner eller grupper

60 European Qualification Framework for lifelong learning The EQF encourages countries to relate their qualifications systems or frameworks to the EQF by 2010 and to ensure that all new qualifications issued from 2012 carry a reference to the appropriate EQF level.

61 Credits for Vocational Training European Credit System for Vocational Education and Training ECVET is fully compatible with both the European credit system in higher education and national systems in vocational education and training. The Commission s proposal takes the form of a recommendation, now submitted for approval to the European Parliament and the Council. Member States would eventually adopt it on a voluntary basis and implement it according to their own rules.

62 Kilder - Lähteitä Ny dansk kvalifikationsramme for videgående uddannelse, Referencegruppen om en ny dansk kvalifikasjonsramme for videregående uddannelser, Maj 2007 ACE Denmark National qualifications framework for higher education in Sweden, Reg.no , H-verket, Kvalitetsutvärdering för lärande, Högskoleverkets förslag till nya kvalitetsutvärderingar för högskoleutbildningar. Rapport 2009:25R Tutkintojen ja muun osaamisen kansallinen viitekehys (En nationell referansram för examina och övriga kunskaper), Opetusministeriön työryhmämuistoita ja selvityksiä 2009:24