European Qualifications Framework

National Qualifications Frameworks and the European Overarching Frameworks: Supporting Lifelong Learning in European Education and Training Creatlacha Cáilíochtaí Náisiúnta agus na Creatlacha Uileghabhálacha Eorpacha: Ag Tacú leis an bhFoghlaim ar feadh an tSaoil in Oideachas agus in Oiliúint Eorpach

15 APRIL 2010 15 AIBREÁN 2010 DUBLIN CASTLE CAISLEÁN BHAILE ÁTHA CLIATH

Irish Bologna Expert Conference Comhdháil Saineolaithe Phróiseas Bologna na hÉireann

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Programme/Clár anddepart 16.30 Close plenaryandclosingaddress 16.10 Short toissues:Global frameworks, theinternationalperspective,15.30 Reactions issuesand toissues:Sectoralqualificationsandthelinkswithnational andmeta-frameworks 14.50 Reactions 13.20 Lunch toissues:European Directives12.40 Reactions andqualificationsframeworks toissues:Role ofqualificationsframeworks12.00 Reactions inrelation torecognition andmobility toissues:Why two meta-frameworks?11.15 Reactions 10.30 Coffee Overview ofConference Themes 9.40 Openingaddresses: Facilitator–Pat Leahy, Poitical Editor, Sunday BusinessPost 9.00 Registration andrefreshments 8.30 Howard Davies, EUA Cliff Adelman, Institutefor EducationPolicy Higher Meredith Edwards, University ofCanberra John Dawkins, ChairofAustralian Qualifications Framework Council Arjen Deij,European Training Foundation opportunities/challenges Sjur Bergan,CouncilofEurope Jens Bjornavold , European Centre for theDevelopment ofVocational Training (Cedefop) Pre-recorded reactions from BrianJoyce, IrishAviation AuthorityandFrankMockler,ECDLFoundation the European CouncilofNursingRegulators (FEPI)andChiefEducationOfficer, AnBord Altranais Anne-Marie Ryan, ChairoftheWorking Group EducationTraining &Competencies(WG ETC) of Stan Lester,IndependentConsultant of theMinistersEducationandCultural AffairsoftheLänderinFederal Republic ofGermany Elisabeth RockBartley andformer USIEducationOfficer Expert , Bologna , FlemishMinistryofEducationandTrainingWilfried Boomgaert (Belgium) Reactions from IrishNationalTeam Experts ofBologna Edwin Mernagh,IndependentConsultant Mike Coles,SeniorResearcher, QualificationsandCurriculum Development Agency, England Bryan Maguire EducationandTraining, Higher Awards Council(HETAC) and Culture, European Commission Gordon Clark,HeadofUnit1,Co-ordination ofLifelong Learning Policies atDirectorate for Education Paul Haran,ChairoftheNationalQualificationsAuthorityIreland Michael Kelly EducationAuthority , ChairofHigher Sean Haughey, T.D., Ministerfor Lifelong Learning

Sonnenschein , Central Office for Foreign Education in the Secretariat of the Standing Conference 1 Irish Bologna Expert Conference Information Stands

Information stands are available during refreshment breaks, as follows:

• General EQF stand (hosted by National Qualifications Authority of Ireland); • General Bologna stand (hosted by the National Academy for Integration of Research, Teaching and Learning [NAIRTL]); • The compatibility of Qualifications in Ireland and New Zealand project (represented by Prue Wilson, Senior Policy Analyst, Strategic and Corporate Policy, New Zealand Qualifications Authority); • SECCOMPAT project: EQF AND COMPATIBILITY OF SECTORAL QUALIFICATIONS BETWEEN COUNTRIES (No. 137852-LLP-2007-LT-KA1EQF) (represented by Vidmantas Tu¯tlys, Centre for Vocational Education and Research, Vytautas Magnus University, Lithuania);

Irish Bologna Expert Conference • Tuning Project - Nursing (represented by Inger-Margrethe Jensen, VIA University College Faculty of Health Sciences, Denmark); • National Europass Centre and Qualifications Recognition (National Qualifications Authority of Ireland); • Publications stand.

The organisers acknowledge the support of the European Commission and the Ireland-Australia Frameworks Project.

2 National Qualifications Frameworks and the European Overarching Frameworks: Supporting Lifelong Learning in European Education and Training Creatlacha Cáilíochtaí Náisiúnta agus na Creatlacha Uileghabhálacha Eorpacha: Ag Tacú leis an bhFoghlaim ar feadh an tSaoil in Oideachas agus in Oiliúint Eorpach

Issues arising from qualifications frameworks in Europe Bryan Maguire, Ireland 4 Irish Bologna Expert Conference 1.1 1. 2 1 Supporting Qualifications Frameworks andtheEuropean Overarching conference,this paperwas Expert written tounderpintheBologna National the growing numberofnationalqualificationsframeworks inEurope. Inparticular, issues thatarisefrom theintroduction ofthetwo European meta-frameworks and The purposeofthispaperistooutlineandraise for consideration anumberof speaking countriesinthe1980s intheUnitedKingdomoriginated andotherEnglish- describing andrelating qualificationstoeachother Qualifications frameworks asamechanism for development ofcurriculaandassessment. in behavioural terms,asadevice for organising the use oflearningoutcomes,alsoexpressed typically theory andpractice some reformers advocated the complete a job. Meanwhile in the domain of pedagogic behavioural and other attributes required of workers to sectors. This requires thespecificationofspecific the requirements ofenterprisesandemployment of occupationalcompetencesasameansorganising the 1960s,policymakers looked totheidentification With thegrowth ofhumanresource management from we ofthelearner. donotlosesight technical aspectsofframeworks, thatbeyond itisimportant thetechnical, discussions that this document generates. While thispaperisfocused on the envisaged thatafinal willemergereport from theconference based on the them incompetitionwitheach other. This ledto with awidevariety ofawarding bodies,someof had arelatively unregulated system ofqualifications Qualifications Frameworks Introduction pdf Werquin, P., Coles,M.(2007). Qualifications Systems: Bridges toLifelong Learning. OECDhttp://www.oecd.org/dataoecd/24/63/38465471. Paper No. 45,InternationalLabour Office,Geneva. http://www.ilo.org/skills/what/pubs/lang—en/docName—WCM_041902/index.htm Allais, S.,Raffe, D., Strathdee, R.,Wheelahan, L.,Young, M.(2009) Learning from thefirstqualifications frameworks. Employment Working

Lifelong

Learning 1 . The UnitedKingdom

in European EducationandTraining. Itis the ideaofameta-framework ofqualifications. could berelated toeachother. This gave riseto Europe, astohow national qualifications systems spread, in thequestionbegantoarise,particularly lifelong learning. whereby qualifications systems canbetterserve qualifications frameworks asoneofthemechanisms Africa. AmajorOECDreport in2007identified This was notablythecaseinNew ZealandandSouth for thereform ofthenationalqualifications systems. merely asdescriptive instrumentsbutas Other countries adopted qualifications frameworks, not comprehensibility andtransparency ofthesystem. was proposed asadevice tohelpenhancethe and employers, andaqualificationsframework such aslearners,providers ofeducationandtraining ofusersqualifications some confusiononthepart 2 As national qualifications frameworks

Frameworks: 1.2 Table 1:Characteristicsofthemeta-frameworks framework are international transparency, international The three mainobjectives setoutfor theBologna than having theforce oftreaty orlaw. leadership ofthecountriesconcerned,rather instruments voluntarily adoptedby thepolitical andCopenhagenthe Bologna Processes are policy The qualificationsframeworks developed underboth times, andinbothformal and non-formal contexts. users tolinkandbuildonlearningacquired atvarious courses. The lifelong learningtoolsshouldenable education,attheworkplace,higher orthrough private available,opportunities for example atschool,in to make useofthewiderange ofvocational learning lifelong learning,andaims to encourage individuals was developed from 2002withintheperspective of Process.the Bologna The Copenhagen Process on developments intheCopenhagen Process and and training policyco-operation framework. Itbuilds as anoutcomeoftheEuropean Union’s education decision oftheEuropean Parliament andCouncil Learning (EQF-LLL)was adoptedinApril2008by joint The European QualificationsFramework for Lifelong fragmented nationalsystems thatpreceded it. internally andmore attractive internationallythanthe Education Area that will be more efficient and dynamic wide-ranging agenda tocreate aEuropean Higher The Process, Bologna inaugurated in1999,hasa Process.for educationundertheBologna higher in May 2005attheBergen meetingoftheministers Education Area framework) (Bologna was adopted The Qualifications Framework for the European Higher Origins ofthetwoOrigins meta-frameworks completed (March 2010) Verification/Referencing Architecture andscope Geographical scope Authority Adopted 8 countries/system reports published range guidelines (qualification types),andassociated credit by descriptorsfor end-of-cycle outcomes Three cycles education, defined ofhigher Convention toEuropean47 countries,signatory Cultural education Political agreement by ministersfor higher May 2005 (higher education) Bologna framework meta-frameworks are presented inTable 1. The principalcharacteristics andprogress ofthetwo in thenationalsystems. European level isbeingtranslated intolegalchanges Thenational legislation. politicalco-operation ata FrameworkBologna and/orEQF-LLLintorelevant countries now incorporate reference toeitherthe have statutoryorregulatory force. Moreover, some from countrytocountry, butinmostcountriesthey The statusofnationalqualificationsframeworks varies assurance andare basedonlearningoutcomes. under theseinitiatives are invariably linked toquality aboutthesereforms.bringing NQFsintroduced has become,defacto, theprincipalmechanismfor The introduction ofnationalqualificationsframeworks is alsotoreform thosenationalqualifications systems. of qualificationsbetween systems, buttheintention meta-frameworks are toolstofacilitatecomparisons Lisbon goals oftheEuropean Union.The resultant competitiveness, asenshrined,for example, inthe labour market development andimproved economic within Europe. These inturnare linked tothegoals of education and vocational education and training (VET) had asgoals thereform ofnationalsystems ofhigher The Process Bologna andtheCopenhagen Process Both meta-frameworks haddeeperagendas aswell. two setsofobjectives are very similar. to enhanceinternationalandnationalmobility. These ofcitizens’comparability andportability qualifications of theEQF-LLLare toimprove thetransparency, recognition andinternationalmobility. The objectives 3 countryreports published competence by descriptorsofknowledge, skillsand education), definedinlearningoutcomes (compulsory education,VETandhigher levelsEight spanningalllifelong learning accession states 33 countries,European EconomicArea &EU and Council Recommendation ofEuropean Parliament April 2008 (lifelong learning) EQF 5 Irish Bologna Expert Conference 6 Irish Bologna Expert Conference 2. compulsory educationsystems atnationallevel. Diversity ininstitutionalform alsoexists between the implications for sectoral qualificationsframeworks. based ontrade andoccupational mobility. These have economic sectorsandspecificoccupationsthatare standing cross-border relationships, for example within 3 of mutualtrust”inVET. very explicit onthechallenge ofdeveloping “zones education. The preparatory work for theEQF-LLLwas for thesystem asawholethaninthecaseofhigher international dimension is typically less well developed quite differently indifferent nationalsystems. The an educationandtraining system are carved up other countries.The various functionsthatgo into role thatisfilled by localchambersofcommerce in In somecountries,large central agencies play a heterogeneous institutionalform across countries. Vocational educationandtraining hasamuchmore Qualifications Framework sprung. education. Itisfrom thiscommunitythattheBologna rise toamulti-level communityoftrustinhigher programmes from the1980sonwards. These gave the Erasmus schemesandtheEuropean research educationinstitutionswashigher stimulatedby national systems andwithinmore orlessautonomous world. The European educationin dimensionofhigher institutional form educationallover ofhigher the began. There are many commonalitiesinthe already internationalbefore theEuropean project Theundertaking. communityofscholarshipwas educationhasalonghistoryastransnationalHigher into being,butwhy they continue. that explains notjustwhy two meta-frameworks came analysis shows thatthere isanunderlyingdynamic development, apoliticalaccident.However, acloser accounted for by thehistoriccontingencies oftheir sense, theexistence oftwo meta-frameworks canbe of theevaluations Process. oftheBologna Inone of two meta-frameworks. This comesacross inseveral Many stakeholders are confusedabouttheexistence Theme 1:Why two meta-frameworks? http://www.cedefop.europa.eu/EN/Files/5146_en.pdf commissioned tothe QualificationsandCurriculumAuthority, Cedefop England. Panorama series;109 Coles, M.,Oates,T. (2005)European reference levels for educationandtraining promoting credit transfer andmutualtrust.Study 3 However there are long can helptoexplain both. a very positive example of how linkingtheprocesses confusion. The Malteseverification/referencing is if thetwo frameworks are nottocausefurther specific responsibilities andcommunicationsstrategies institutional actors.However, toidentify itisimportant exists bothfor European actorsandfor nationaland European level andanationallevel. This responsibility between themtothevarious stakeholders ata challenge ofexplaining thisfactandtherelationship The two meta-frameworks co-exist. There remains the education. understanding andtrustacross VETandhigher and itwillbeinteresting toseehow thiswillenhance quality assurance processes across thetwo segments Ireland to create a single agency with responsibility for segments. To this end, for example, there are plans in contribute to the development of trust across the Mutual co-operation in quality assurance may frameworks. This willultimatelyhelpneithersegment. remain alooffrom theprogress oflifelong learning educationcommunitycanchooseto the higher the debatesthatshapethese.Onotherhand, educationstakeholdersof bothVETandhigher in in thedevelopment ofNQFsandtheparticipation learning covered by theEQF. This process begins extending thistrusttothewider world oflifelong education communitycanserve astrailblazers, more homogeneous communityoftrust.The higher Framework benefitsfrom alonger establishedand education.However,VET andhigher theBologna and progression between compulsoryeducation, Framework, andisintendedtofacilitateaccess encompass, even “wrapped around”, theBologna The EQF-LLLcanbeseentobuiltuponand 2.1 into integrating, bridging andsectorframeworks.into integrating, bridging to theclassificationmade by Bjornavold andColes embedded andparallel frameworks. This issimilar approaches. Onesuchclassificationisintounitary, commentators have attemptedtoclassifythese national qualificationsframeworks. Various There are alsodifferent approaches todesigning differ andcolourtheform theframework takes. achieve all these goals, but the emphases will inevitably qualifications system. NQFsmay ormay notbeableto greater focus onlifelong learning,andsimplifyingthe of qualificationsdomesticallyandinternationally, more student-centred provision, betterrecognition of provision, improved recognition ofpriorlearning, clearer information tostakeholders, betterplanning with labourmarket requirements, improved quality, mobility, internationalmobility, higher clearlinks flexible pathways domestic withoutdead-ends,higher cited for NQFsincludegreater more participation, national qualifications frameworks (NQFs). Motivations Countries differ intheirpolicyprioritiesdeveloping 5 4 third for educationqualifications (EQF5-8). higher Scottish Vocational Qualifications(EQF2-7)anda vocational qualifications,anothersub-framework for SQA qualifications(EQF1-8)including general and Framework, where there isasub-framework for would betheScottish Credit andQualifications example for different provider Anexample segments. but identifies/keeps separate sub-frameworks, for levels andmethodsfor describingqualificationslevels, An embeddedframework usesacommonsetof include theMalteseandIrishframeworks. and progression between alllevels. Examples would levels across lifelong learningtofacilitateaccess to describealleducationandtraining qualifications A unitaryframework usesthesamebasicelements progression towards theachievement ofaframework. design is important, especially when comparing rates of appreciation ofthedifferent approaches toframework implementation ofnationalqualificationsframeworks Meta-frameworks: Stimulusfor and thedesign Office, Geneva. http://www.ilo.org/skills/what/pubs/lang—en/docName—WCMS_119307/index.htm Allais, S.,Raffe, D., Young, M.(2009)Researching NQFs:Someconceptualissues.Employment Working Paper No. 44,InternationalLabour Bjornavold, J. &Coles,M.(2010).Added value ofnational qualificationsframeworks inimplementingtheEQF. EQFNotes,No. 2. 4 An Qualifications Framework. entirely. Aclassicexample isthatoftheSouthAfrican to replace theexisting system ofqualifications regimes. Transformational frameworks are intended of standards orthespecificationofqualityassurance contained withinthem.This may includethesetting frameworks are intendedtochange thequalifications a voluntary basisby relevant stakeholders. Reforming Such frameworks canbedevised andimplementedon them may stimulatechange inthesequalifications. qualifications andidentifying relationships between underlying qualifications though the very act of defining frameworks are notreally intendedtochange the or transformational frameworks. Communications as communicationsframeworks, reforming frameworks proposed by David Raffe and colleagues Another way ofcomparingnationalframeworks beyond education. higher may notbeany initiative tobuilda NQFthatgoes countriesoutsidetheEQF-LLLarea,Bologna there those of theirsystems. Insomecountries,particularly by theirvery nature theunderlyinggeometry highlight in thecountriesconcerned.Qualificationsframeworks institutionalisation ofeducationandtraining provision very oftendependentonhistoricpatternsofthe education. Sometimesthere are sub-divisions, further vocational educationandtraining andhigher vocational educationandtraining andbetween systems are between general educationand The majorfault-linesinnationalqualifications between countries. constructs are amatterofongoing debatewithinand understanding oflearningoutcomesandotherkey for theframework initiative. The definitionand individual countriesandfrom contrasting objectives both from thehistoricandpoliticalcircumstances of Different approaches toframework constructionarise method ofdescribingqualificationsisquitedifferent. professional). The sub-frameworks may overlap but the frameworks for aspecificsector(educationalor A parallel system consistslargely oflevels andsub- 5 classifies them 7 Irish Bologna Expert Conference 8 Irish Bologna Expert Conference change and the political support forchange reform. andthepoliticalsupport and training, depending ontheperceived needfor may vary across different sub-systems ofeducation 7 6 framework. unchanged, atleasttheinitialintroduction ofthe and thegeneral schoolsqualifications system was left adjustments toexisting educationqualifications higher educationthechangeshigher were more modest new system ofqualificationsinVET, whereas for For example, inIreland, theNQFbrought inaquite goals withrespect todifferent ofthesystem. parts frameworks for lifelong learningmay have different change theexisting qualifications system. National the extent towhichthey are tryingtodescribeor Within countries,nationalframeworks vary in learning outcomes. on countriestospecifytheirqualificationsintermsof adhere totheconceptoflearningoutcomesandcall qualification frameworks. Bothmeta-frameworks all countrieshave volunteered toestablishnational mediation ofanationalframework, inpractice though berelatedmight totheframework withoutthe envisaging thatnationalsystems ofqualifications countries tohave adomesticqualificationsframework, national qualificationsstructures. Itdoesnotoblige training, butdoesnotexplicitly mandatereform of policy co-operation framework for educationand of improving lifelong learninginEurope, through the The EQF-LLLislinked totheLisbonProcess agenda thatreform.has becomeaninstrumentsupporting preceded thedevelopment oftheframework, which adopted. The introduction ofthetwo-cycle system structure inmostofthecountrieswhichitwas ProcessBologna was intendedtoreform thedegree linked toreform ofthequalifications systems. The Frameworks vary intheextent towhichthey are The reports are Secretariat published ontheBologna website: http://www.ond.vlaanderen.be/hogeronderwijs/bologna/2010_conference/ http://www.nqai.ie/framework_study.html National Qualifications AuthorityofIreland. (2009).Framework ImplementationandImpactStudy 6 The paceofimplementationtheNQF reports publishedinMarch 2010, from a variety of actors, some at periodic intervals. The ProcessIn addition,theBologna generates reports group from February2010isincludedasAnnexe A. Framework Working Group. The latestsurvey by the Follow-upof theBologna Group by aQualifications FrameworkBologna isformally monitored onbehalf implementation of the mandate to establish NQFs. The have regular reporting systems totrack thepaceof andCopenhagenBoth theBologna Processes implementation isincludedasAnnexe B. is expectedoverview inApril2010.Ashort ofEQF synthesis comesfrom Januaryanupdate 2010,though referencing processes. The mostrecently presented Cedefop aboutthekey milestonesoftheirnational members inform thegroup, theCommissionand the Recommendation, theEQFAdvisory Group the EQFcompared tothedeadlinesidentifiedin an overview ofthepaceimplementation by theCommission andCedefop. Inorder tohave countries andrelevant stakeholders, supported EQF Advisory Group composedofallparticipating implementation oftheEQF-LLLismonitored by the The coherence andtransparency ofthe oftheimplementationstrategy forpart theProcess. constitutes awareness raising in its own right and is itself with thisframework. The related survey work is indicative oftherange ofstakeholder engagement framework. The very existence ofthesediverse reports to agreater orlesserextent withthequalifications Perceptions of the Bologna Process. Each of these deals EnhancingQuality:Academics’International Report Line, EUA Trends andtheEducation 2010 Report; Process;Bologna attheFinish Bologna ESUReport: on Higher Education in Europe 2010: The Impact of the Process IndependentAssessment;theEurydice Focus formal inauguration oftheEHEA,includeBologna 7 tocoincidewiththe outcomes andtheapplicationofqualityassurance. is underpinnedby detailedconsideration oflearning with whichtheinclusionofindividualqualifications NQFs. The oftheNQFrelies integrity ontherigour qualifications withinacountryare includedinthenew Related tothisisthequestion ofhow existing countries andstakeholders toaddress. do so. Ifthishappensitwillbeachallenge for peer circumventing thespiritofmeta-frameworks could it isconceivable thatagovernment intenton serves toincrease external confidence,nevertheless subsidiarity, andtheinclusionofinternationalexperts mechanism thatisbothefficientandcompatiblewith hasbeenchosenasa self-certification Although the longruntowards thebuildingofmutualtrust. Superficial implementationwillnotcontributein of adeeplyimplementedNQFfor genuine reform. it couldbeatthecostofharnessingpotential offer rapid progress toachievement oftarget dates, respect toameta-framework. While thismay seemto learning. The strong temptationisparticularly with callpolicyborrowingcolleagues rather thanpolicy system. This isanexample ofwhatRaffe and of thenationalcontext andpre-existing qualifications national framework, withoutadequateconsideration countries tosimplyadoptthemeta-framework asthe or theEQF-LLLhasbeentemptationfor some Frameworkimplementation ofeithertheBologna One concernthathasarisenfor thoseobservingthe instruments arisingoutoftheimplementationEQF. promoting synergies between competence-basedLLL particular, there isagrowing interest indescribingand rise tomuchcommentandare dealtwithbelow. In and sectoral qualificationsbodiesthathavegiven issues for stakeholders suchasprofessional regulators The introduction oftheEQF-LLLhasgenerated serious this riskandmaintainmomentum. framework processes are intendedtocounteract countries. The deadlinessetwithinbothmeta- made,whichcanactasadisincentiveeffort tolater in turnmeansitishard toshow any return onthe framework isoflittleusetotheearlyadopters.This adopted implementedandreferenced, themeta- numberofothernationalframeworkssignificant are It canbeconsidered asanetwork good.Untila relationships thatexist between nationalframeworks. A meta-framework addsvalue whenitcanshow the of NQFsposesaproblem for themeta-frameworks. The variable paceofadoptionandimplementation • • • • • • Questions Raised: require supra-national institutionalinvolvement? mechanism for verification/referencing ordo we asufficientlyIs self-certification robust contested? implemented meaningfullyiftheconceptisnot of learningoutcomeisstillcontested?Canitbe Can aframework beimplementediftheconcept sustained? is progressing how asplanned?Inshort istrust How can we be sure that the NQF implementation to meta-frameworks? adopted NQFspriortoverification/referencing What value todraft canbeassigned NQFsor practice? When dowe know thataframework exists in when all or many countries have established NQFs? Can meta-frameworks onlyyieldtheirbenefits 9 Irish Bologna Expert Conference 10 Irish Bologna Expert Conference 3. 9 8 different indifferent countries”(p. 91). real practices of qualificationsassessmentare very ofmanyefforts countriestodevelop recognition, “the plans for recognition concludesthatdespitethe A recently publishedanalysisofthenationalaction where embeddedorparallel systems are introduced. facilitate recognition withincountries,especially recognition. It remains to be seen how well frameworks goals ofthemeta-frameworks, suchasmobilityand NQFs hasimplicationsfor theachievement ofthe The factthatthere are variations inthestructures of specification oflearningoutcomes for qualifications. national frameworks, inthedetailed particularly by thework undertaken intheimplementationof qualifications is required. This toomay befacilitated For otherpurposesmore detailedanalysisof translation device between two nationalframeworks. straightforward tousethemeta-framework asa purposes) theframework ismore useful.Itisrelatively counts asabachelorsdegree for generic employment some purposes (e.g. identifying whether a qualification before theirutilityisclear. Initially, itappearsthatfor with qualifications frameworks and it will take some time toaccumulatesomeexperiencebeginning ofworking or field of study. The authorities concerned are only just often dealing at a finer grain with the individual subject institutions orothercompetentauthoritiesare very recognition decisions,whetherby educational deal ofcoursewiththenationalframeworks. However The verification/referencing processes and reports reports are publishedinEQF-LLL. similar outcomecanbeexpected asmore referencing to understandcountries’qualifications systems. A ProcessBologna are proving usefultoenableoutsiders systems. Already theverification fromreports the and conceptsfor describing qualificationsindifferent introduced for thefirsttimecommonmethodology of themeta-frameworks initiatives, sincethey have Transparency appearstobealower-hanging fruit mobility? How are qualificationsframeworks supporting ec.europa.eu/education/policies/rec_qual/recognition/ds_en.pdf (Council ofEurope education seriesNo.12) higher Rauhvargers, A.&Rusakova, A.(2010)Improving recognition in theEuropean EducationArea: Higher ananalysisofnationalaction plans 8 associated withthequalification skills, competenciesandstatedaimsobjectives available, provide detailsofthelearningoutcomes, the DiplomaSupplementhave theinstruction,“If for thequalification. The currentguidelines for includes byasummaryoflearningoutcomes design completed theexercise. The Supplement Certificate on thesupplementsinthosecountriesthathave verification processes are now toappear beginning improved”(p.10). The outcomesofreferencing and among learnersandemployers needstobe existence andmeaningoftheDiplomaSupplement Independent Assessmentnoted,“awareness ofthe more widelyused.However, Process astheBologna Supplement, butalsotheEuropass CVare becoming the Europass SupplementandDiploma Certificate The Europass transparency instruments–especially the development ofjointprogrammes. definitions ofcredit ranges may prohibit mobilityand issues inthisregard, notleastthatover-prescriptive national frameworks. There are a range ofcomplex can assist in achieving recognition and can be built into ofECVETandECTS.Creditthe purposeanddesign between there VETandHE,though are differences in how credit systems support transition and permeability ofaprojectseries ofworkshops aspart toexamine as well asbetween countries.CEDEFOPhashelda topic ofconsiderable interest withinnationalsystems, The relationship between thesetwo systems isalsoa to say whetherthesamewillhappeninthisinstance. adoption ofEuropean Credit System for VETECVET Transfer System (ECTS).Itisstilltooearlyinthe education withEuropean Credit Accumulation and qualification. This hasproven tobethecaseinhigher learning associatedwithdifferent elementsofa provide atleast arough measure ofthevolume of Convergence incredit systems isalsohelpingto in theDiplomaSupplementand even thatthey will we expect toseemore detailoflearningoutcomes outcomes become more widespread in higher education frameworks and the associated specification of learning 9 .” Asqualifications international recognition. of themeta-frameworks andtheirpotentialtosupport NQF withincountrieswillalsopromote understanding between thoseresponsible for recognition andthe more formal useinrecognition. Closerco-operation many countries,suggests thatscopeexists for their legal, asopposedtomerely informational, statusin that NQFs,whatever theinitialintention,now have required touseframeworks for recognition. The fact NARIC). Agreater politicalandorganisational pushis development andqualifications (e.g.the recognition ofthesystem responsiblethe parts for framework There isadisjuncture inmostcountriesbetween intensive Supplement. thanfor theCertificate makes thismore andresource technicallychallenging the individualisednature oftheDiplomaSupplement become a mandatory part of the Supplement. However, 10 Werquin, P. (2010) Recognition ofNon-Formal andInformal Learning: CountryPractices. OECD conceptual andoperational aspectsofthisactivity. learning alsorelies onshared approaches tothe progress inpromoting this key dimensionoflifelong informal learningisachallenge for and bothsegments implemented. The recognition ofnon-formal and achieve commonunderstandingonhow they are to uselearningoutcomesandcollaborate to there hastobecommitmentacross bothsegments between VETandHE.Forthistohappenthough At anationallevel, NQFscanpromote permeability • • • • Questions Raised: permeability across VETandHE? What are thespecificpointsofdifficultyin Are NQFsoversold asaidstorecognition? frameworks inrecognition? What are thebarrierstouseofqualifications How can NQFs be used by recognition authorities? 10 11 Irish Bologna Expert Conference 12 Irish Bologna Expert Conference 4. Commission has begun action against Belgium to actionagainstBelgium Commission hasbegun for aminimumperiodof4,600hours.The European nursing training beundertaken onafull-timebasis a regulated profession andtheDirective insiststhat such as part-time studymodes. such aspart-time introduce alternative routes tonursingqualifications, (Flanders)wherein Belgium to theauthoritiessought routes and the needs of the workforce. One example is development ofalternative educationandtraining The Directive appearstobeinconflictwiththe educational pathsbecauseofpersonalcircumstances. learners whohave notbeenabletofollow traditional are beingusedtoopenupaccessqualifications frameworks. Insomecases,thesenationalframeworks fundamentals oflearningoutcomesbasednational on inputmeasures andprocesses conflictswiththe duration ofeducationandtraining. The emphasis of theregulated qualifications relates toinputsand two meta-frameworks, ofmany theunderlyinglogic can beaccommodatedinthesystem oftheother set oflearningoutcomesassociatedwiththemand Directive, suchasarchitecture, have afairlyextensive While someoftheprofessions regulated by the national governments by theEuropean Commission. member statesandsubsequentlegalactionagainst andinfringementsnational legislation insome of theDirective/transposing theDirective into 12 11 with the EU. promote recognition andhenceprofessional mobility Directive isintendedtobeaneffective instrumentto states thanarecommendation, suchastheEQF. The European law adirective hasgreater force onmember professions referred tointheDirective 2005/36.In prejudice tothelegalsystem governing theregulated introducing EQF-LLLexplicitly notesthatitiswithout within athird theRecommendation system. Certainly frameworks where theregulated professions operate It has been suggested that there are in fact three meta- the meta-frameworks European Directives onregulation professions and the Flemish case. Bologna Handbook C5.1-9.Raabe/EUA:the Flemish case.Bologna W.,Boomgaert, De Decker, F. (2010)Tensions between process theBologna andDirective 2005/36/EC inrespect of nursingeducation: Directive 2005/36/EChttp://ec.europa.eu/internal_market/qualifications/future_en.htm 11 There have been delays in implementation 12 However nursingis Directive thanisthecasefor Framework. theBologna national frameworks referenced toit)andthe negotiating therelationship between it(and the gives aclearer politicalandinstitutionalbasisfor a formal basisinEUlaw, albeitasarecommendation, professional system. The factthattheEQF-LLLalsohas can beembeddedmore thoroughly intotheregulated considering whetherthelearningoutcomesapproach 2012 anditisunderstoodthattheCommissionwillbe stage ofareview oftheDirective tobecompletedin been effective infacilitatingmobility. This isthefirst the EC.This shouldexplore whethertheDirective has The Directive 2005/36iscurrently underevaluation by mobility impeded. recognition would beunderminedandinternational there is the associated risk thatlegally-enforceable countries are free tomodify the mode of training and confidence inthe regime would becompromised if that member states operate theDirective asagreed: order tomaintainprofessional mobility it is important enforce theDirective. The isthatin Commissionlogic • • • • • • Questions Raised: for HEproviders/other stakeholders? and directives atEuropean level poseaproblem Does the lack of relationship between frameworks Do they needtobereconciled? or canthey bereconciled? Is there atensionbetween thetwo approaches, of theEQF-LLL? Would thisrequire greater central co-ordination Directives? NQFs referenced toEQFaddanything tothe Can thesoftapproach ofrecognition through Is theDirective working for mobility? 5. in some of the work undertaken in the Tuning project. that of disciplinary framework, seen in higher education construction, sea transport, sports). A related concept is operate withinsomefieldsofeconomicactivity(e.g. national qualifications systems. Sectoral qualifications how their qualifications systems or frameworks relate to enable internationalsectoral organisations toshow the EQF-LLLrefers tohow themeta-framework should or psychologists). The recommendation introducing occupational profiles or (e.g. technologies, hairdressers sector ortheautomotive sector) orbasedonspecific structures ofeconomicactivity(e.g.theagricultural of definitions. and vocational educationalresearch, withavariety “Sector” isamuch-usedconceptinlabourmarket 15 14 13 the key challenge is to co-ordinate national linkage frameworks totheEQFviaNQFs.Inthisinstance The alternative istolinksectoral qualificationsor referencing process andauthoritymay benecessary. if a“hard” linkage is required thensomeformal framework iscompatiblewithEQF-LLL.However on EQFclaimsandmethodology, thatthesectoral be “soft”, based thatissimplyby publishedassertion, national frameworks. Inthiscasethelinkage could made directly toEQFandthenonwards toreferenced outcomes. Itisconceivable thatthelinkage couldbe the frameworks are specifiedintermsoflearning linked tonationalframeworks. Atadescriptive level qualifications systems orframeworks are tobe The key issueishow theseEuropean sectoral its report. group this qualifications, though hasnot yet published group toexamine theissuesassociatedwithsectoral The EQFAdvisory Group hasestablishedasub- proposed oneormore qualificationsorframeworks. the qualificationsneedsoftheirsectorandsomehave level, oftheEC,toexamine oftenwiththesupport Many sectorshave undertaken work atEuropean The role ofsectoral qualificationsframeworks International Sectoral Certifying Bodieshttp://www.nqai.ie/framework_consultation.htmlInternational Sectoral Certifying Group D–Draft Policies andCriteriafor withtheNationalFramework theAlignment ofQualifications (NQF)ofthe Awards ofcertain Gehmlich, V. (2010) Discipline-related statementsoflevel-specific Handbook C3.4-2.EUA/Raabe. learningoutcomes.Bologna Spoettl, G.(2008)Sectoranalyses.InHandbook ofTechnical andVocational EducationandTraining Research, pp. 169-175.Springer. 13 Sectorscanbebasedprimarilyon 14 qualifications totheNQF. ofinternationalsectoral alignment for thefurther Irish authoritiesare currently consultingona model with theEuropean qualityassurance standards). The has inturnbeendemonstrated tobecompatible and thenationalqualityassurance system (which quality assurance operated by theinternationalbody approach isthatitcreates aninterfacebetween the the Irishauthoritiescanassess.Anadvantage ofthis it isonlythosequalifications awarded inIreland that framework strictlyspeaking ofqualifications,though will have areference toalevel onthenational effect isthattheinternational sectoral qualifications is subject to the national quality assurance system. The qualification. Technically it is this second certificate that a second, parallel, certificate alongside the international followed in Ireland is for the national authorities to issue One quiteconservative route thatisalready being of compliancewithmultiplecountries’QA systems. agreement on quality assurance to avoid undue burden referencing between countries would also require some qualifications isto reduce costsandco-ordination of included. Part ofthepurposeinternationalsectoral implementing qualityassurance for qualifications qualifications intheirNQFsand varied ways of Countries have different mechanisms for including this area. clearing house,sothatcountriescancollaborate in an arbitration mechanism,oratleastaninformational difficult. Someconventions are required toestablish EQF-informed, European thismay design, prove fact existing ones,rather global thanofmore recent, to EQF, orwhere thesectoral qualificationsare in sectoral frameworks have different numbersoflevels a “best-fit”basis,especiallywhere thenationalor inexactitude inreferencing frameworks toEQFon reference level oftheEQF. Given theinherent sectoral qualificationsorframeworks tothesame activities to ensure thatdifferent countrieslinkthe 15 13 Irish Bologna Expert Conference 14 Irish Bologna Expert Conference qualifications? to jointlyreview orarbitrate internationalsectoral a commonunderstandingoflearningoutcomes, ofcountries,workingscope for on aconsortium afforded tothatcountry’s NQFasawhole?Isthere NQF ofonecountryunderminetherecognition Would theinclusionofsectoral qualifications in the an EQFlevel viathereferencing ofthatframework. levelcertain inanationalframework implieslinkingto as transitive. By transitive ismeantthatlinkingtoa sectoral qualificationtoanNQF would beaccepted EQF-LLL implementation,whetherlinkage ofa We donotknow, atthisearlystage of certainly Assurance Reference Framework for VET. EducationAreaHigher ortheEuropean Quality and Guidelinesfor QualityAssurance intheEuropean transparency required undertheEuropean Standards Such sensitivitiesmay comeintoconflictwiththe example thenumberoflearners andsuccessrates. in awarding bodies’trading circumstances, for learning material.They may alsobeboundup the intellectualproperty inthequalificationsand up incommercially sensitive information about own internalQA systems. These may bebound International sectoral awards typicallyhave their • • • • • Questions Raised: frameworks attheEuropean level? Who shouldhave authoritytorecognise sectoral meta-frameworks? qualifications through nationaland/or European What istheaddedvalue ofrecognising sectoral a threat tothenationalsystem) (In somecountries,sectoral qualificationsseenas Can it be managed/tolerated by national systems? qualifications achieved? How istherecognition ofinternationalsectoral jurisdiction? in aparticular acceptance ofqualificationsnotlocated Do countries,inprinciple,objecttothe 6. Qualifications Framework is linked. States of the Commonwealth to which the Maltese Framework for the Virtual University for Small development istheTransnational Qualifications mechanism for thepromotion oflifelong learning. the establishmentofanNQFasastrong policy in qualificationsframeworks. The OECDidentified international agencies have demonstrated aninterest developing orimplementinganNQF. Various Some 70countriesare now intheprocess of of NQFsandregional frameworks. element ofpolicylearningthrough sharing experience the shared concerns.Moreover global there isalsoan Competitiveness, recognition andmobilityare three of Policyinauguration oftheBologna Forumin2009. Process hasbeenformally acknowledged through the The oftheglobe. interestparts global intheBologna NQFs have beenwatched withinterest inother qualifications meta-frameworks andtheassociated the world. Inturnthedevelopment ofEuropean earlier qualificationsframeworks of inotherparts qualifications policyhave inspired beenpartly by The reforms thathave taken placeinEurope in 21 20 19 18 17 16 Central Asia Community discussed intheSouthernAfricaDevelopment Regional qualificationsframeworks have been papersontheconceptandhistoryofNQFs. important developing countriesandhasalready produced study theimpactandimplementationofNQFsin The ILO iscurrently engaged inamajorproject to promotion offramework objectives. ahead ofthezone oftrustrequired for successful possibility ofdevising a framework may berunning emergent or proposed meta-frameworks the technical framework tostimulateNQFs.Formany of these inauguration ofaregional framework ormeta- the potential for linking up NQFsor for usingthe that other parts of the world have also recognised Qualifications frameworksglobal stage onthe http://www.mqc.gov.mt/referencingreport?l=1 http://www.qsapple.org/SFP4c_Zita.pdf http://www.etf.europa.eu/web.nsf/opennews/526DC579E0DBFE70C12570D200595DD7_EN?OpenDocument&VER=TXT http://www.qualifications.ae/2009gccconference/ http://www.saqa.org.za/show.asp?include=focus/sadc/sadcqf.html Werquin, P., Coles, M. (2007) Qualifications Systems: Bridges to Lifelong Learning. OECD http://www.oecd.org/dataoecd/24/63/38465471.pdf 17 19 , theGulfCo-operation Community , andtheASEAN community 21 These illustrate 20 . Another 18 16 ,

linkage raises againthequestionoftransitivity. made; however, theprospect ofsuchabi-lateral published shortly. Nopolicydecisionshave been has recently beencompletedandareport willbe with theEuropean meta-frameworks. This work heavily onthatusedfor verification/referencing for theircountries.The project methodologydraws NQFs, thetwo authorities are therecognition agencies in additiontohaving responsibility for theirrespective underpin themutualrecognition ofqualifications as, their frameworks toeachother. This isintendedto Qualifications AuthorityofIreland to reference recently undertaken ajointproject withtheNational The New ZealandQualificationsAuthorityhas a meaningfulcomparisonbetween them. range of aspects of each framework in order to achieve Within thiscontext theproject hassetouttomapa with theAustralian QualificationsFramework (AQF). Irish NationalFramework ofQualifications(NQF) explore thepossibilityofaformal ofthe alignment of theIreland –Australia QualificationsProject isto Australian qualificationsframeworks. The objective to undertake amappingexercise oftheIrishand National QualificationsAuthorityofIreland (NQAI) and Workplace Relations (DEEWR)andthe Australian ofEducation,Employment Department A project was recently initiatedbetween the current patternsofqualifications recognition. with HEqualifications,buildingonprevious and willbemade,particularly that defactoalignments European meta-frameworks. However we can anticipate areas Process oftheBologna andtheEEAwith the linkage ofNQFsfrom outsiderespective European frameworks inEurope. There isnoformal provision for Zealand have both noted the flowering of qualifications The AntipodeanpioneersofNQFs,Australia andNew 15 Irish Bologna Expert Conference National Qualifications Frameworks and the European Overarching Frameworks: Supporting Lifelong Learning in European Education and Training

As qualifications frameworks and meta-frameworks Questions Raised: become more widely used around the globe there is a considerable likelihood that they will become • If the New Zealand NQF has been linked to the increasingly diverse. Framework concepts may be Irish NQF and the Irish NQF has been referenced used and interpreted in different ways. To the extent to the EQF, does that mean that the New Zealand that this meets the diverse needs of different countries NQF can be considered referenced to the EQF, at and different parts of the world this is understandable least informally, as a soft linkage? and desirable. This diversity is held in tension though • Will such second-hand linkages have any effect with the desire for global mobility and recognition. on recognition practice in Europe or in the non- Achieving the network good of qualifications European countries concerned? frameworks requires increased dialogue and collaboration between policy makers and practitioners • What further networking or agreements are all over the world. desirable to develop articulation between NQFs inside and outside Europe?

• What potential exists, if any, to link the various meta-framework initiatives? Irish Bologna Expert Conference

16 Annexe A

DGIV/EDU/HE (2010) Orig. Eng. Strasbourg, February 08, 2008

BOLOGNA PROCESS Co-ordination Group for Qualifications Framework

Second Synthesis of the replies received from national QF correspondents February 2010

Directorate General IV: Education, Culture and Heritage, Youth and Sport (Directorate of Education and Languages – Higher Education and Research Division)

Distribution: BFUG Working Group 18 Irish Bologna Expert Conference 11 steps: Summary Overview ofCountriesandSteps 22 stage ofdevelopment ofNationalQualificationsFrameworks. answers are notpublishedbutthisdocumentpresents somechallenges andquestionsrelated totheactual Council ofEurope inJanuary 2010.Itfollows theoneissuedyear ago onthesamesubject.Individual The present documentprovides asynthesis ofthereports submittedby nationalQFcorrespondents tothe Introduction Countries/systems thatappointedaNQFcorrespondent Action/step Countries/systems 11. NQweb site 10. Self-certification 9. Inclusionofqualifications 8. Implementation 7. Administrative set-up 6. Approval 5. Consultation 4. Design Profile 3. Organising theprocess 2. Settingtheagenda 1. Decision tostart French aswell Communitiesof Belgium asfrom Scotlandon theonehandand therest ofthe UnitedKingdom onthe other. educationmatters, thereBecause ofthelocation ofthecompetentpublicauthorities inhigher are separate reports from theFlemishand 22 thatsenttheiranswers Step completed 24 countries; certification they have completedtheself 8 countries/systems say that 16 countries indicate underprocess 12 countries;plus3which 20 countries 16 countries that theprocess isongoing 25 countries;plus11whichsay 35 countries 35 countries 35 countries 40 countries/systems

of timing Step indicatedasplannedwithanindication not answer or underdevelopment; 1answered “no” 4did 11 countries,withvarious indications oftiming 3 countriesdidnotanswer 1 countryanswers “notyet planned” No timeindication:4 • • • • with different timing: process28 countriesplantheselfcertification not answer 2010, 12withvarious indicationsoftiming,3did 9 countriesplantoincludethequalificationsin not answer plan itwithvarious indicationsoftiming,3did 10 countriesplantoimplementNQFin2010,12 provide noanswer in 2010;4planwithoutindicationofdate,5 13 countriesplantodevelop thestructure answer 3 withvarious indicationsoftiming,1gives no 20 countries which indicate an approval for 2010, 4 countries,withvarious indicationsoftiming; 5 countriesindifferent stages ofdevelopment end 2010 4 countries,whichindicatesteptobecompleted been set 1 countryindicatesthatnoformal agenda has in 2010 4 countrieswhichindicatesteptobecompleted 0 2013: 1country 2012: 8countries 2011: 8countries 2010: 8countries 47 40 answers No of 36 37 37 35 35 39 40 40 40 40 40 Detailed Overview of Countries and Steps

Country 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Decision to Setting the Organising the Design Profile Consultation Approval Administrative Implementation Inclusion of Self- NQ web site start agenda process set-up qualifications certification

Albania * 07/2006 07/2006 Done Done 09-10/2008 12/2008 06/2008 01/2009 06/2009 To be completed Under in 09/2009 construction

Andorra 2007 06/2008 Done June 2010 Under progress 01/2010 02/2010 06/2011 To be done To be done 02/2010

Armenia Spring 2007 2007 To be completed 12/ 2009 To be completed To be complete To be completed To be completed To be completed Under in 2009 for 2010 construction

Austria 07/06 07/2010 10/2010 06/2008 12/2009 06/2009 06/2010 12/2010 08/2010 11/2010 Done

Azerbaijan

Belgium (Flemish 2000 2000 2001 04/2003 2001-2002 4/2003 4/2003 2004-2005 4/2003 2009 Done Community)

Belgium (French 3/2007 03/2007 04/2008 03/2007 05/2008 Under progress 2010-2011 Done Community)

Bosnia and 2006-2008 2010 To be done To be completed ongoing 2007 2007-2010 Under progress End of 2010 2010/2011 2010 Herzegovina

Bulgaria

Croatia 03/2006 07/2007 07/2007- 07/2007- 11/2007-2009 Done in 2009 2010 To be done in 2012 2011 Done 12/2008 04/2008 12/2008 2010-2012

Cyprus

Czech Republic 2005-2009 2009 2009 2010 2010 2010 2011 After 2011 After 2012

Denmark 2002 2003 2002 2003-2008/2009 2003 2008-2009 2003 2003 2008 2009 2003 2007/2009

Estonia 11/2006 11/2006 11/2006 Winter 2007 2007 2007 2007-2009 09/2009 2010-2011 2011

Finland HE 2004 HE 02/2005 HE 2004 HE 2005 EQF 2005 NQF: 2010 NQF 2008 Ongoing NQF 06/2008 For 210 2009 NQF 2008 NQF 2008 NQF 2008 NQF 2008 NQF on going

France 2002 2002 2002 2002 Done 2002 Done 2002 2006 The process done starts on 12/2006

Georgia 2006 2007 2007 2007 2007-2009 NQF 2010 To be done 2007-2010 2009/2013-2014 2010 done 19 Irish Bologna Expert Conference 20 Irish Bologna Expert Conference

Country 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Decision to Setting the Organising the Design Profile Consultation Approval Administrative Implementation Inclusion of Self- NQ web site start agenda process set-up qualifications certification

Germany 2003 2003 2003 2003- 04/ 04/2005 12/2005 10/ 2008 done 2005 2005 (accreditation Council HRK)

Greece

Holy See 2005 2005 2005-2006 2009 10/2006 To be decided To be done in 10/2010 10/2010 To be completed 10/2010 10/2010 in 2011

Hungary 06/2008 2008 2006-2009 2003-2006 To be done 2010 End of 2010 2010 Since 2006 2012 Done

Iceland 2004-2005 2004-2005 2004-2005 2006 2006-2008 2006 2006 Done done 07/2010 2010

Ireland 1999 1999 2003 Done Done 10/2003 2008 done done Completed in Done 2006

Italy 2008 To be completed 2008 03/ 2008 First part of 2010 Partially done Partially done To be concluded 2010 To be concluded in 2008 in 2008, to be in 2008, to be in 2009 in 2010 completed in completed in 2010 2010

Latvia 2004 2004-2006 2004 2004-2005 2005 on QF Starts 2008 Done Starts in 2009 done Probably 2011 To be done in 2006-2008 on For adoption in EQF 2013 2010 the draft 2009-2010

Liechtenstein End 2007 01-02/2008 05/2008 05/2008- 12/2008- 10/ From 09/ Ongoing 10/2010 Fully in 2011 done 08/2010 07/2010 2010 2010 Until 07/2011

Lithuania

Luxembourg 10/2007 10/2007 done On going On going Spring 2010 No Spring 2010 Ongoing 2012

Malta 2005 2008 Done 2008-2009 11/2006- 10/ Done Done 06/2007 Nov 2009 Done 06/2007 2005 2008-2009 2007

Moldova 2006 2006-2008/2010 10/2006 10/2006 10/2009 2005-2006 07/2005 To be done Done 2008-2009 for the NQF for HE

Montenegro 2008-2010 2008 Done WG establish 2008-2010 2008-2010 Not yet

Netherlands March 2005 done Done done 01/2009

Norway 12/ 12/2005 12/2005 04/ 07 – 11/2007 03/2009 03/2010 To be fully To be done To be completed Under 2005 2007 implemented 2009-2012 by 2013 construction d in all programmes in all HEIS by 2012 Country 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Decision to Setting the Organising the Design Profile Consultation Approval Administrative Implementation Inclusion of Self- NQ web site start agenda process set-up qualifications certification

Poland 2006 2006 2006 01/2008 2008-2009-2010 2009-2010 2010 2010 2011 2012 2009

Portugal

Romania 2005 done 2005-2006 2007 2007 approved by Done in 2008 2008-2010 2010 2010-2012 Done government decision in 2009

Russian Federation 06/2007 27/2007 07/2007 07/2007- 04-06/2008 2008-2010 2008-2011 2008-2011 07/2007- 2011-2012 Done 03/2008 03/2008

Serbia Summer 2008 Summer 2008 Autumn 2008 Spring 2009 Autumn 2009 Spring 2010 Autumn 2010 Done Summer 2011 Done

Slovak Republic

Slovenia 2004 2009 01/2010 03-09/2010 09-12/2010 2011 2011 2012 2012 To be started in March 2010 2012

Spain

Sweden 2009 Under progress Under progress Under progress Under progress Autumn 2010 2010-2011 2011 2011 2011-2012 2012 2010 2010 2010 2010

Switzerland 09/2005 2005-2006 2005 2006-2008 07-10/2008 2009-2010 2010 2010-2012 2010-2012 2012 done

“The Former 2008 2008 completed Completed To be completed 2010 June 2010 June2011 To be completed 2011-2012 Done Yugoslav Republic Will continue till in 2010 2011 Of Macedonia” 2012

Turkey Done 2008 Done Done 2009 Done 2009 05/2009 01/2010 Pilot To be done in To be done in To be 04/2006 2006-2008 implementation 2010-2015 2010-2012 completed in in 2010 and full 2010 implementation by 12/2012

Ukraine July 2008 July 2008 July 2008 2008 04/2009 10-11/2009

United Kingdom 2001 done Done done done 2001 ? done Done? 11/2008 done

United Kingdom 1997 done Done in 1998 Completed in 1999-2000 2000-2001 2003-2004 2003 2001 2006-2007 done Scotland 1999 21 Irish Bologna Expert Conference 22 Irish Bologna Expert Conference • • • • • Amongst otherdifficulties,somecanbementioned: of having nationalexpertstobeableleadit. the difficultiesofprocess, includingthechallenge and they have beenreadjusted to take intoaccount seem more realistic thantheonestransmitted in2008 “reformBologna package”. The timetablespresented development ofNQFisclearlyperceived ofthe aspart from onecountrytoanother. Insome countries,the that theways chosencanvary quitesignificantly is reflected intheprevious table.Itmustbenoted their QualificationsFrameworks, somethingwhich Since 2008,countrieshave continuedtodevelop the subject. debates canbedifficultduetothetechnicalityof both for studentsandfor HEI.The parliamentary consequences are sometimesnotcompletelyclear When NQFsare includedinlaw, thelegal overarching frameworks. institutions andperhapstheexistence oftwo between universities andvocational training mainly duetothechallenge ofthedialogue general one,canstillbeperceived asdifficult between educationframework ahigher anda ofthenationalframework,parts inparticular The relationship between different andarticulation terms of learning outcomes still seems problematic. The recognition of prior learning within the NQF in terms oflearningoutcomes. ofprofessionscatalogue andnotatallpresented in The riskexists thattheNQFisperceived asa an abstraction for somestakeholders. In somecountries,theDublindescriptorsare still • • • mentioned: In termsofpossiblefuture challenges, 3canbe • • • account thedifficultiesfaced: Progress hasbeenmadeinseveral aspects,takinginto of thevalue andtheadvantages ofNQF? how toguarantee thatsocietiesare well informed The acceptanceofNQFsby thegeneral public: the labourmarket? national labourmarket: IsNQFaproper toolfor The practicality andacceptanceofNQFsfor the taking intoaccounttheinstitutionalautonomy; presentation ofthedifferent programmes atHEIs, The implementationofQFonthelevel ofthe and knowledge ofQFs. stakeholders andtohave adeeperunderstanding developed toreally beatoolbothtoinform Regarding theweb sites,itseemsthatthey are stakeholders, includingthoseinthelabourmarket. The challenge istomake QFsausefultool tothe if students’organisations seemlessinvolved. stakeholders ismore andmore recognised, even The oftheinvolvement importance ofthedifferent describe theirprogrammes. here istomake themareality intheway thatHEI developed inseveral countries.The challenge to defineand glossaries areformulate them, areIn termsoflearningoutcomes;efforts made

Table 1.Estimatedateforthepresentation ofdraftreferencing report January 2010(cf. Table 2,lastcolumn),thefollowing tablesummarisesresults: Twenty five countries replied. Taking intoaccountcountries responses tosurveys inSeptember2009and • • • in January 2010.The survey requested information onthefollowing nationalmilestones: response totheCommission’s survey onnationalroadmaps for theimplementationofEQFatnationallevel The present documentprovides asynthesis ofinformation received from members of the EQF Advisory Group in Synthesis ofnationaldevelopments related to theimplementationofEQF–January2010 Annexe B = 2013 2012 2011 2010 Advisory Group. Draft report onreferencing nationalqualificationslevels totheEQF ready for discussionwithintheEQF Agreement onnationalqualificationslevels inthe form ofanNQF); (includinginparticular The designation of the National Co-ordination Point; 4 countries:noreply ornoestimate–KY, LT, RO, LI, 2 countries–HU, SK 1 country–EL 15 countries–BE,BG, DA, EE,ES,IT, LU, LV, AT, PL,SE,IS,NO, TK 10 countries–(IE,MT, UK+)CZ,DE, FR, NL,PT, SI,FI,HR 23 Irish Bologna Expert Conference 24 Irish Bologna Expert Conference (* indicatesdatafrom September2009) Table 2.InformationontheimplementationofEQFatnationallevel inJanuary2010 Turkey–TK Croatia Norway –NO Liechtenstein –LI Island –IS United Kingdom –UK Sverige –SE Suomi –FI Slovensko –SK Slovenija –SI Romania –RO Portugal –PT Polska –PL Oesterreich –AT Nederland –NL Malta –MT Magyarorszag –HU Luxembourg –LU Lithuania –LT Latvija –LV Kypros –CY Italia –IT France –FR Espana –ES Ellas –EL Eesti –EE Ireland –IE Deutschland –DE Danmark –DK Ceska Republika –CZ Bulgaria –BG Belgique/Belgie –BEv Belgique/Belgie –BEf Belgique/Belgie Co-ordination EQF National designated 2010 Q1 Point YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES 2011 Q2Agreement onlevels 2011 Q3Agreement onlevels 2010 Q3Agreement onlevels 2011 Q2Agreement onlevels Draft NQF(final2010Q3) 2011 Agreement onlevel Agreement onlevels Agreement onlevels Agreement onlevels 2010 Q2draft NQF No estimateyet qualifications 2010 Q2NQF NQFs inforce 2010 Q3NQF 2010 Q2NQF 2011 Q2NQF NQF inforce NQF inforce NQF inforce NQF inforce NQF inforce NQF inforce 2011 NQF National 2010 Q4 2010 Q4 levels Presentation ofthedraft levels totheEQF national qualifications EQF Advisory Group– report onreferencing 2009 –Q3 2010 Q3* 2010 Q4* 2010 Q2 2011 Q2 2010 Q4 2009 09 2011 Q2 2011 Q2 2011 Q4 2010 Q4 2013 Q1 2010 Q4 2010 Q4 2011 Q2 2011 Q2 2010 Q3 2011 Q2 2011 Q2 2011 Q1 2011 Q2 2011 Q3 2011 * 2011 2011 2013 2011 2012

of learners and graduates. recognition of qualifications and international mobility so as to enable international transparency, international mechanism to relate national frameworks to each other The rationale for the Bologna Framework is to provide a Framework was adopted by Ministers in Bergen in 2005. European Higher Education Area. The resulting Bologna overarching Framework for Qualificationsofthe framework, aswell asfor theelaboration ofan countries todevelop anationalqualifications Process,in theBologna andcalledonparticipating educationgatheredhigher inBerlintoreview progress 47 countries.In2003,Ministerswithresponsibility for The Process, Bologna initiatedin1999,now involves Learning [NAIRTL]) Academy for Integration of Research, Teaching and General Bologna stand(hostedby theNational referencing process. the othermemberstatestohave completedthe 2009. To date,MaltaandtheUnitedKingdom are Framework ofQualifications(NFQ)totheEQFin completed theprocess toreference theNational implementation oftheEQFinIreland. Ireland Authority isresponsible for overseeing the National Co-ordination Point, theQualifications the National Co-ordination Point for the EQF. As the The NationalQualificationsAuthorityofIreland is but allmemberstateshave chosentoproceed. 23 April2008.Implementationisavoluntary process adopted by the European ParliamentandCouncilon The recommendation establishingEQFwas formally countries andtofacilitatetheirlifelong learning. aims ofEQFare topromote citizens’ mobilitybetween (knowledge, skillandcompetence).The principal which are describedthrough learningoutcomes The core oftheEQFconsists8qualificationslevels across different countriesandsystems inEurope. make qualifications more readable and understandable systems together, actingasatranslation device to framework) whichlinkscountries’qualifications framework (orcommonEuropean reference Learning (EQF)isanoverarching qualifications The European QualificationsFramework for Lifelong Qualifications AuthorityofIreland) General EQFstand(hostedby National Notes onConference ExhibitionStands www.nzqa.govt.nz andtheNQAI www.nqai.ie. will beavailable onthe websites oftheNZQA shortly Framework.Bologna The final ontheprojectreport of theirnationalqualifications frameworks withthe Process memberstatesinverifying thecompatibility Process criteriaandprocedures, Bologna whichguide qualifications. The jointproject adopted Bologna which New Zealand and Ireland recognise each other’s completed in March 2010, was to improve the basis on countries. The objective oftheproject, whichwas national frameworks ofqualificationsthetwo (NQAI) ajointproject undertook tocompare the and theNationalQualificationsAuthorityofIreland The New ZealandQualificationsAuthority(NZQA) Policy, New Zealand QualificationsAuthority) Senior PolicyAnalyst,Strategic andCorporate New Zealand project (represented by PrueWilson, The compatibilityofQualificationsinIreland and . www.nairtl.ie details ofallourevents andactivitiesare available on Academy isamulti-facetedinitiative andfurther focused actionlines. The ontheBologna National experienced range ofpresenters addressing topics Cork, Corkfrom 5–9July2010andwillfeature an This event willtake placeinUniversity College intheirinstitutions. the implementationofBologna to acquire thestrategies andtoolsrequired toenable theopportunity Summer Schooloffering participants 2010 theNationalAcademy isholdinganInternational and a graduate competences survey report. In summer Symposia, proceedings from thefirst two Symposia resulted inoutputs,includingscreencasts ofourthree been very fruitfulinitsactivitiestodate,whichhave actionlinesandhas implementation oftheBologna group oftheinitiativeandpromotes supports the Institute ofTechnology. The working Bologna Ireland Galway, Trinity College DublinandWaterford Cork InstituteofTechnology, NationalUniversity of ordinated collaboratively by University College Cork, Authority Strategic Innovation Fundandisco- Academy byEducation the Higher issupported educationinstitutions.The higher eight National links research withteachingandlearninginthirty- developmentsupports andsustainsgood practice that Teaching andLearning (NAIRTL) promotes innovation, The NationalAcademy for Integration ofResearch, 25 Irish Bologna Expert Conference 26 Irish Bologna Expert Conference on thesubjectarea level, thatisthecontentofstudies. systems, butoneducationalstructures with emphasis institutions. Tuning focuses notoneducational developed by, andismeantfor, education higher their own setting.The Tuning approach hasbeen and theiracademicsare invited to testandusein in arange ofTuning publications , whichinstitutions Tuning outcomes,aswell asitstools,are presented first, secondandthird cycle degree programmes. The develop, implement,evaluate andenhancequality developed intoaProcess, anapproach to(re-)design, until theendofproject periodin2008,Tuning educationalsector.Strategy tothehigher Over time, the Bologna Process andatalaterstage the Lisbon in 2000asaproject tolinkthepoliticalobjectives of TUNING EducationalStructures inEurope started of Health Sciences,Denmark) Margrethe Jensen,VIAUniversity CollegeFaculty Tuning Project –Nursing(represented by Inger- www.vdu.lt/seccompat information isavailable ontheproject website at Qualifications Frameworks andtheEQF. Further qualifications between countriesusingNational and recommendations for comparingsectoral countriesandtodevelopthe partner guidelines EQF isfor comparingsectoral qualificationswithin aim oftheproject was toestablishhow usefulthe European QualificationsFramework (EQF). The of nationalqualificationsframeworks) andthe EU countries(inthecontext ofcurrent development qualifications, nationalqualifications frameworks in which addressed issuesregarding comparing sectoral Republic andIreland were intheproject, partners Organisations from Lithuania,France, Austria,Czech year periodwhichconcludedinJanuary 2010. Lifelong Learning project undertaken over atwo qualifications between countries” was a Leonardo SECCOMPAT “EQFandcompatibilityofsectoral Magnus University, Lithuania) Vocational EducationandResearch, Vytautas (represented by VidmantasTu¯ tlys,Centre for COUNTRIES (No.137852-LLP-2007-LT-KA1EQF) OF SECTORAL QUALIFICATIONS BETWEEN SECCOMPAT project: EQFANDCOMPATIBILITY www.qualrec.ie. information mayFurther beobtainedonthewebsite, the context oftheIrisheducationandtraining system. The adviceprovided placestheforeign qualificationin the IrishNationalFramework ofQualifications(NFQ). levelqualification thatisincludedataparticular on service aimstocompare theforeign qualificationtoa educationqualifications. (NRP) for further The NARIC) andactsastheNationalReference Point Academic Recognition Information Centres (ENIC/ European Network ofInformation Centres / National ofthe Qualifications whichispart Recognition Qualifications AuthorityofIreland (NQAI) hosts of foreign qualificationsinIreland. The National responsible for co-ordinating theacademicrecognition Qualifications isthenationalservice Recognition Europass atwww.europass.cedefop.eu.int portal obtained from thewebsite, www.europass.ie orthe information canbe and DiplomaSupplement.Further Passport, Supplement MobilityDocument, Certificate documents, namely, theEuropass CV, Language learners andworkers. The initiative concerns5 in Europe, thusfacilitatingthemobilityofboth skills andqualificationsclearlyeasilyunderstood Commission whichaimstohelppeoplemake their (NQAI). Europass isaninitiative from theEuropean at theNationalQualificationsAuthorityofIreland The NationalEuropass Centre inIreland isbased Authority ofIreland) Recognition (hostedby NationalQualifications National Europass Centre andQualifications resources ofthelabour-market andeconomy. and accountabilityafforded tonursesandthenational of thehealthandwelfare systems, thelegalauthority relation to the role of nurses in society, the organisation and humanities. Nursing activity varies across Europe in knowledge base,traditions, theestablishedsciences on knowledge andtechniquesderived from itsown acknowledged andscience,drawing tobebothanart Nursing isaperson–basedoccupation,generally rather thanby atraditional neutral noun(Agan,1987). is anoccupationknown by theactionverb ‘nursing’ practical disciplineincludedintheTuning project. It Nursing was thefirsthealthcare group regulated and

policy/doc44_en.htm http://ec.europa.eu/education/lifelong-learning- Framework General information ontheEuropean Qualifications Learning European QualificationsFramework forLifelong aspx?s=n&r=ena&d=qf http://www.enic-naric.net/index. Reports: Framework:Bologna PublishedSelfCertification bologna/qf/qf.asp http://www.ond.vlaanderen.be/hogeronderwijs/ General information Framework onBologna Higher EducationArea (Bologna Framework) Framework ofqualificationsfortheEuropean bologna/about/ http://www.ond.vlaanderen.be/hogeronderwijs/ General information Process: ontheBologna Higher EducationArea (EHEA) Bologna Process forthecreation ofaEuropean Weblinks National+Reference+Points/navigate.action home/vernav/Information+and++Support/ http://europass.cedefop.europa.eu/europass/ Qualifications National Reference Points forVocational http://www.enic-naric.net/ Centres National Academic Recognition Information European Network ofInformationCentres – future_en.htm http://ec.europa.eu/internal_market/qualifications/ Directive 2005/36/EC: European Directives http://www.qcda.gov.uk/25208.aspx United Kingdom http://www.mqc.gov.mt/referencingreport?l=1 Malta http://www.nqai.ie/interdev_eqf.html Ireland EQF Referencing Reports

27 Irish Bologna Expert Conference 28 Irish Bologna Expert Conference

as well asofnumerous articles. the authorofQualifications:Introduction toaConcept of theCouncilEurope EducationSeriesand Higher Intercultural SjurBergan Dialogue. istheserieseditor of theeditorialgroup for theCouncil’s White Paper on Research Committee(CDESR)andhewas amember Secretary totheCouncil’s Education and Higher Group onQualificationsFrameworks. Hehasbeen Follow UpGroup and Board andchairstheWorking represents theCouncilofEurope ontheBologna and HistoryTeaching oftheCouncilEurope. He Education ofHigher Sjur isHeadoftheDepartment Sjur Bergan Straight (November 2009). Education Getting InternationalDataonHigher (April 2009),and“The SpacesBetween Numbers: EducationintheAgelearning Higher ofConvergence 2008), and“The Process Bologna for U.S. Eyes: Re- from EducationPolicy aHigher Bologna: Primer(July Reconstruction (May, 2008), “Learning Accountability Education CanLearn from aDecade ofEuropean monograph, “The Club: Bologna What U.S. Higher Initiative. Inthatcapacity, hehasproduced the principal responsibilities for itsGlobalPerformance EducationPolicyHigher inWashington, DC,with He iscurrently aSeniorAssociateattheInstitutefor High SchoolThrough College(2006). Toolbox Revisited: Paths to Degree Completionfrom the Lives ofTraditional-age Students(2005),andThe Town—and Moving On:theCommunityCollegein Bachelor’s Degree Attainment (1999),Moving Into Box: Academic Intensity, Attendance Patterns, and of theEngineeringPath (1998);Answers intheTool as AmericanThermometer (1992);Women andMen (1991); TheWay We Are: theCommunityCollege Women Paradoxes atThirtysomething: ofAttainment thebestknownthe courseofthiseffort, ofwhichare Education Statistics,andwrote ninemonographs in studiesoftheNationalCenterforlongitudinal authored restricted datafiles for three national the U.S. ofEducationin1979.Hehas Department Paterson College ofNew Jersey before comingto and AssistantAcademic Vice-President attheWilliam University, andserved five years asAssociate Dean of theCityUniversity ofNew York, andYale atRooseveltCliff taught University, theCityCollege Clifford Adelman Contributors within theOpenMethodofCo-ordination. the European educationandtraining co-operation Copenhagen process (since2003),heisanexpertin 2001) andonVET-developments withintheBruges- developments withintheLisbonStrategy (since oneducationandtrainingmonitor (“rapporteur”) and theBruges Working Group 2010.AstheFlemish for VET, theAdvisory Group EQF(andsubgroups) of several EU groups like theAdvisory Committee process in2001andisnow sinceitsstart member Presidency. Heisinvolved intheBruges-Copenhagen education andtraining events EU duringtheBelgian In 2001hewas responsible for theco-ordination ofthe Flemish MinistryofEducationandTraining. is working inthePolicy Co-ordination Divisionofthe (1993-1998).Since1998,he for ScienceandtheArts of librarian attheRoyal FlemishAcademy ofBelgium in theFlemishMinistryofEducation(1987-1993)and (1984-1988) andheldthepositionofdocumentalist librarian and lecturer at University Colleges in Flanders Degree, Universityasadinterim ofGhent). Hestarted Sciences (Graduate Degree) andPhilosophy (Master Wilfried studied Pedagogy, Library and Documentation Wilfried Boomgaert books onthesethemes. and He haspublishedanumberofreports, articles emphasis ontherole ofadulteducationandtraining. link between educationandwork, withaparticular research organisations. Hiswork concentrated onthe and research co-ordinator invarious Norwegian European Commission,heworked asaresearcher Before enteringtheservicesofCedefop andthe Europass andtheEuropean QualificationsFramework. process invocational educationandtraining, the lifelong learningstrategy, theCopenhagen-Maastricht period Jenswas closelyinvolved indeveloping theEU Commission, DGEducationandCulture. Duringthis In theperiod2000-2005,heworked for theEuropean Framework from thestart. implementation oftheEuropean Qualifications Jens hasbeeninvolved inthedevelopment and European educationandtraining issuessince1996, Vocational Training (CEDEFOP). Working with office ofEuropean Centre for Development of Jens hasbeencurrently working intheBrussels Jens Bjornavold UK) anditssubgroups. through theEQFAdvisory Group (herepresents the and isalsoworking on aspectsofimplementation development ofaEuropean QualificationsFramework also advisertotheEuropean Commissiononthe systems: bridges tolifelong learning.Mike was and isthemainauthorofbookQualifications Mike worked withtheOECDonqualifications systems evaluation related to various qualifications frameworks. credit systems, EQFimplementationandimpact research interests are qualifications systems, frameworks, and CurriculumDevelopment Agency inLondon. His worked in the field of qualifications at the Qualifications work onqualifications systems. Until recently hehas in UKeducationaldevelopments andinternational chemistry teacher in schools before becoming involved Mike worked inthechemical industryandwas a Mike Coles andcreditlearning, guidance transfer. qualifications, Europass, qualityassurance, non-formal instruments related andtransparency toportability of including theestablishmentofEuropean toolsand of 2002–anditssubsequentimplementation, Training (VET)policy–theCopenhagen declaration co-operation inthefieldof Vocational Educationand development oftheCopenhagen process toenhance reality”. Subsequently, hewas incharge ofthe “Making aEuropean Area oflifelong learninga consultation process leading to its 2001 Communication for theCommission’s Europe-wide lifelong learning From 1999to2004,Gordon Clarkwas responsible Qualifications Framework for Lifelong Learning. the development and implementation of the European and future “Europe 2020”Agenda. This alsoembraces relation toeducationandtraining undertheLisbon progress towards meetingtheagreed objectives in of theMemberStates,CouncilandCommissionon includes management of the biennial reporting process and between MemberStatesandstakeholders. Italso for development andco-operation atEUlevel with This includesresponsibility for thepolicyframework the European Commission,DGEducationandCulture. policies andtheircontributiontotheLisbonprocess in responsible for theco-ordination oflifelong learning Gordon hasbeen,sinceearly2005,theHeadofUnit Gordon Clark

Wireless LimitedandGovernment Relations Australia. a director ofGeneticTechnologies Limited,MGM He isalsochairofIntegrated Legal Holdingsand finally as Treasurer. Employment, EducationandTraining Ministerand Paul Keating asFinance Minister, Trade Minister, From 1983to1994,heserved underBobHawke and of Representatives for theAustralian LaborParty. years intheAustralian Federal Government House Current chairoftheAQF Council,Johnserved for 18 John Dawkins Metropolitan University Promoter. andaUKBologna based headofEuropean Development for London Until hisretirement in2007, hewas theBrussels- Handbook. of theBologna Degrees inEurope andsitsontheeditorialboard surveys. Heauthored therecent Survey ofMaster institutional evaluation programme andinTrends qualifications. Heisa inEUA’s participant regular on theDirective ontherecognition ofprofessional Process,and theBologna focus withaparticular His interest liesintheinteraction ofEUlegislation education institutions. and Industry),aswell asfor otheragencies andhigher Enlargement, HealthandConsumerAffairs,Enterprise European Commission(DGsEducationandCulture, UK. Hehasundertaken arange for ofassignments the educationconsultantbasedinthe independent higher Howard actsasasenioradvisertoEUA andisan Howard Davies CEDEFOP. synthesis project Qualifications onChanging for Currently Mike iscompletingalarge international development countriesoftheEU. in20partner Caucasus countriesandhaseditedabookonNQF the Russian Federation, Ukraine, Central Asiaandthe working withtheEuropean Training Foundationin of nationalqualificationsframeworks. Mike hasbeen Commission’s recent EQFpaperontheaddedvalue learning. Heisalsoaco-authoroftheEuropean on European Guidelinesfor thevalidation ofinformal Mike isamainauthoroftheCEDEFOPpublication 29 Irish Bologna Expert Conference 30 Irish Bologna Expert Conference

on PublicAdministration. member oftheUnitedNation’s CommitteeofExperts Arrangements for Australian Education,anda Higher Government’s Reference Expert Group onQuality on ClosingtheGap,amemberofAustralian Chair oftheBoard oftheIndigenous ClearingHouse public sectorgovernance issues.Professor Edwards is in thepublicsectorandwrittenseveral on articles recently shehasundertaken many governance reviews Policy, PublicPolicy: from Problem toPractice. More book in2001onpolicydevelopment processes, Social Scheme. Aneconomist,Professor Edwards publisheda 1983-1993, including the Higher Education Contribution involved inarange ofmajorsocialpolicyreforms from of PrimeMinisterandCabinetpriortothatwas Edwards was Deputy Secretary intheDepartment to joiningtheUniversity ofCanberra in1997, Professor Vice-Chancellor from August 1997 to August 2002. Prior the University ofCanberra until2004anditsDeputy Director oftheNationalInstitutefor Governance at Emeritus Professor Meredith Edwards was previously Meredith Edwards Group and the EQF Advisory Group. world wide. He is a member of the Learning Outcomes For ETF he also follows qualifications framework reforms supports colleagues working across a range of countries. in Turkey, Bosnia and Herzegovina and Kazakhstan and assisting the development of qualifications frameworks been a member of the UK Credit Forum. He is currently WalesEngland, Ireland. andNorthern Arjenhasalso prepared theQualificationsandCredit Framework for on secondmentfor QCAin London, intheteamthat Romania. From June2007untilJuly2008heworked in thedevelopment ofthequalificationsframework in EQF expertworking group andwas directly involved has worked since1995.Hehasbeenamemberofthe the European Training FoundationinTurin where he is aseniorexpertonqualificationsissues working for Higher Education in transition countries. At present, he the teamthatdeveloped theTempus programme for EducationinThein Higher In1990,hejoined Hague. Netherlands Organisation for International Co-operation in internationaleducationworking for Nuffic, The Leiden alongcareer andSofia.In1989,hestarted Arjen Deij studiedattheUniversities ofUtrecht, Arjen Deij Contributors which supports understanding in the European context. mobility is also encouraged within the “Kastalia” network Montessori/International programme in Rotterdam. Staff inthe Erasmus studentsin2009and2010participated Teacher Education studentshave spenttimehere. Malta, LatviaandBulgaria.Many Erasmus exchange Hungary, Greece, Portugal, Spain, Norway, Sweden, Denmark, Netherlands, Finland,France, Germany, Education Institutionsrepresenting Belgium, in “Kastalia”, aEuropean Network of16 Higher She issupportiveoftheCollege participation for theFuture” inWarsaw inOctober 2009. EducationReformHigher –Competencies Experts Madrid in2008andthe“Seminarfor and Bologna and Labelsfor ECTSandDiplomaSupplement”in European Qualifications Frameworks, LearningJune Outcomes attended the “Training Seminar for Bologna Experts: ofIrishQualificationswiththeEQF.alignment interested Expert She isanIrishBologna inthe EducationCollegesthe Higher Association(HECA). Committee andisalsotheCollege representative with the NQF. Shecurrently sitsontheHETAC Academic Montessori Teacher EducationatLevels 7, 8and9on Ireland delivering HETAC accredited programmes in June is the Director of St. Nicholas Montessori College, June Hosford Doctor ofLaws from Trinity College Dublinin2006. Trinity College Dublin.Hereceived anhonorary his MScinEconomics,StatisticsandFinancefrom Paul received bothhisBSc inComputerScienceand Science FoundationIreland. He chaired theimplementationgroup toestablish Forum andtheTop Level AppointmentsCommission. Council ofIreland, theNationalEconomicandSocial also amemberoftheNationalEconomicandSocial that timehewas amemberoftheBoard ofForfás; after apublicsectorcareer ofalmost30years. During ofEnterprise,Tradethe Department andEmployment Paul retired attheendof2004asSecretary General of provides strategic advicetoanumberofcompanies. Trust. He is a frequent speaker at international fora and Institute, andatrusteeoftheMillenniumScholars He is also a member of the Council of the Irish Taxation Ireland andisamemberoftheRoad Safety Authority. He alsochairstheNationalQualificationsAuthorityof Hospital, andEdward Dillon&Co. whichhechairs. the BankofIreland, Glanbiaplc,theMaterPrivate is amemberofnumbercompany boards including Paul is Principal of UCD College of Business and Law. He Paul Haran government andprivate-sector clients. programmes atalllevels for awiderange ofuniversity, and reviewed education,training andqualification Learning through Work system, anddeveloped frameworks, helpedsetuptheUfi-Learndirect the development ofnationalandsectoral qualification development processes. Hehasalsocontributedto developing andreviewing standards, qualifyingand professionalisationsupport principallythrough landscape architecture educationto andfurther in fields as diverse as heritage conservation, personnel, Stan hasworked withseveral UKprofessional bodies Associations Research Network (PARN) inBristol. Learning andaresearch withtheProfessional partner at Middlesex University’s InstituteofWork-based and college lecturer. Heisalsoavisitingacademic previously beenanorganisational training manager He has worked in his own consultancy since 1993 having related development, qualificationsandaccreditation. Stan Lester isaconsultantinprofessional andwork- Stan Lester practitioners education. inhigher Organisation) –apolicyforum ofUSandIrish IAHERO EducationResearch (Irish-AmericanHigher Social Research Institute.HeisalsoCo-Chairof Development Agency andtheEconomic His board Hub membershipsincludetheDigital Health Systems. re-structuring andmodernisationoftheJustice He played aleadingrole, inthesecapacities,the ofJustice,EqualityandLawthe Department Reform. Children andaperiodasDeputy Secretary General of Secretary General ofHealthand oftheDepartment Previous appointmentsincludeafive year termas Analysis andCorporate Governance. Authority andagraduate inBusinessStudies,Policy Education Michael isChairmanoftheHigher Michael Kelly Federation ofAirTraffic Control Association(IFATCA). the HumanFactors CommitteeoftheInternational the University ofKeele. Heisaformer memberof Resource Management andIndustrialRelations from andholdsaMastersinHuman Dublin Airport Brian hasworked asanAirTraffic Controller at Council, Aviation, Transport andEmergency Services. Authority. Heisafounding ChairmanoftheAdvisory Professional Development UnitattheIrishAviation Brian Joyce istheHeadofEducation and Brian Joyce designated Bologna Experts. Bologna designated Committee ofIrelandBologna andisoneofIreland’s Universities. HeisamemberoftheNational chaired validation committeesfor DutchProfessional and three Indianinstitutes,andhasfrequently five universities (four British, andoneHong Kong) of Sheffield.Hehasserved as external examiner at and aDoctorate inEducationfrom the University Polytechnic, Zimbabwe. Qualifications includeMBA a three-year spellas HeadofSchoolatBulawayo institute. Allthisexperience was inIreland from apart Technology, Ireland’s largest education higher of Academic Affairsfor theDublinInstituteof Principal, College Director andcurrently asDirector education, aslecturer, HeadofSchool,Deputy Frank hasworked for over years inhigher thirty Frank McMahon seminars oneducationaldevelopments intheEU. andhaspresented Expert Bologna atinternational He isChairoftheCouncilRegistrars, isaNational Medical Devices committeeofIrishMedicines Board. Ireland,Engineers andiscurrently servingonthe He hasserved ontheaccreditation committeeof of educationandthemedicaldevices sector. national committeesconcernedwiththedevelopment some 6,300students.Hehasheldmany positionson He currently headsupallacademicaffairs,with and subsequentlyappointedasRegistrar (Provost). Sligo, was promoted toHeadofSchoolEngineering postatIT In 1998,hetookupaHeadofDepartment SectionofRAMI.of theBioengineering proceedings andnationalreports. Heispastpresident international journalpublications,conference 18 postgraduate students,has6patents,numerous technical director ofMediSolve Ltd.Hehasgraduated Research Centre, won many research grants andwas he co-founded andmanaged theBioengineering Dublin. AsafacultymemberofUCDEngineering, InstituteattheBlackrockthe Bioengineering Clinic, bathroom products andestablishedmanaged a PhDfrom UCD. Hehasworked of asadesigner fromEngineering UCD, anMScfrom RPI,NYand Brendan McCormackholdsadegree inMechanical Brendan McCormack education topics. and academicpapersonprofessional andwork-related Page 1999),andauthorofnumerous research reports author ofDeveloping theCapablePractitioner (Kogan becoming Professionally Qualified(PARN 2008),co- Stan isauthorofRoutes andRequirements for 31 Irish Bologna Expert Conference 32 Irish Bologna Expert Conference

and implementationoftheEQF. Heiscurrently a initiatives, includingtheongoing development to assisttheEuropean Commission invarious mostly inaninternationalcontext, hehascontinued Since 2007, asanindependentconsultant,working Credit system for VET(ECVET). Qualifications Framework (EQF)andtheEuropean and working groups inrelation totheEuropean the Authority, representing Ireland oncommittees focus ontheEuropean dimensionofthework of Qualifications AuthorityofIreland. Hehadaparticular member ofthedevelopment teamoftheNational From itsestablishmentin2001to2007, Edwinwas a vocational educationandtraining systems generally. between learningand the world ofwork andin frameworks andcredit systems), intheinterface of qualifications systems (includingqualifications development processes, inthefields particularly Edwin’s interest, expertiseandexperience liein Edwin Mernagh frameworks infive countries. inverification/referencinghas participated ofnational Qualifications Framework sinceitsestablishmentand Workinghas beenamemberoftheBologna Group for of theIrishNationalFramework ofQualifications.He Technology, Ireland. He worked onthedevelopment Bangor andDúnLaoghaire Design and InstituteofArt, management positions attheUniversity ofWales, he previously lectured inpsychology andheld and theUniversity ofCalifornia, SanFrancisco, Ireland. Agraduate ofUniversity College Dublin EducationandTrainingthe Higher Awards Council, Bryan Maguire is Director ofAcademic Affairsat Bryan Maguire Political Behaviour from theUniversity ofEssex. Trinity College DublinandaMaster’s degree in holds aBachelor’s degree inPolitical Sciencefrom andcontent/curriculumdevelopment.design, He working inroles relating toquality, instructional in thee-learningandelectronic publishingindustry joining ECDLFoundationin2005,Frank spent11years individual andorganisational development. Priorto promotion ofeSkillsasanecessarycomponent is involved inresearching andadvocating for the and ITprofessional programmes, certification Frank the maintenanceanddevelopment ofend-user programme –ECDL/ICDL.Inadditiontomanaging leading internationalcomputerskillscertification authorityofthe at ECDLFoundation,thecertifying Frank MocklerisProgramme Development Manager Frank Mockler Contributors has collaborative links withtheUniversity ofLimerick. modularised structure. The Fellowship schemealso and for alternative assessment approaches withina new approaches for effective studentengagement Fellows are engaged inresearching anddeveloping for theUniversity.educational importance Current These Fellows are alsofocusing onareas ofstrategic standards withintheirown SchoolsandColleges. leadership andenthusiasmfor raising teaching to create acommunityofteachingscholarsproviding in Teaching andAcademic Development–that aims Innovation Fund (SIF) project–a Fellowship Programme EducationAuthorityStrategic and Skills/Higher Professor Redmond ofEducation leadsaDepartment Expert. Process. Professor Redmond isalso anIrishBologna and diplomasacross thethree cycles oftheBologna of bothundergraduate andpost-graduate degrees focused onthesemesterisation andmodularisation In thelastthree years herwork hasbeen particularly assessment across allUCDeducationalprogrammes. responsibility for enhancingteaching,learningand and Learning atUniversity College Dublinwith Bairbre Redmond isDeputy Registrar for Teaching Bairbre Redmond experiences andoutcomesacross alldisciplines. strategy, focused onoptimisingstudents’learning She leadsanactiveandengagement learnersupport learning,’ Routledge, (co-editedwithDrTerry Barrett). Connolly), and‘New approaches toproblem-based Press (withColinNeville, Maura Murphy andCornelia Ultimate studyskillshandbook,’ OpenUniversity dimensions oflearning.Hertwo latestbooksare ‘The andtheemotional engagement andsupport, dimensions oftheacademicwritingprocess, learner cognitive andlearning stylesandskills,thecreative education, andherresearch interests include: many papersandtextbooks inthefieldofhigher for education.Shehaspublished learnersinhigher creating effective teachingandlearningenvironments at theUniversity ofLimerick.Her work focuses on Sarah Moore is AssociateVice President, Academic Sarah Moore Project intheUnitedArab Emirates. development withtheQualificationsFramework activities withOECD. Heisaconsultantinframework and training, andcollaborative policyanalysis qualifications systems and vocational education well asstudiesfor CEDEFOPonissuesrelated to and ‘referencing’ ofqualificationsframeworks, as undertaken several technicalstudiesfor thealignment member oftheCommission’s EQFTeam. Hehasalso for General Care Nursestoensure theeducationof of FEPIistoamendtheAnnex toDirective 2005/36 Council ofNurseRegulators. The current mainproject Training andCompetencies for FEPI,theEuropean currently chairstheWorking Group onEducation, of practice for bothnursesandmidwives. Anne-Marie education andtheregulation oftheexpanding scope examining and developing policy for nurse and midwife Chief EducationOfficer, sheisactively engaged in educationsectorin2002.Inherrolethe higher as midwives sincethetransition ofnurseeducationinto standards ofeducationandtraining for nursesand She isactively engaged insettingandmonitoring the nurseandmidwife. regulatory structures thedeveloping tosupport role of national committeestodevelop policyandimplement has ledandrepresented AnBord Altranais onmany in Ireland, AnBord Altranais since2001.Anne-Marie with theRegulatory Bodyfor NursesandMidwives of NursingandtheUniversity sector. Shehasworked student nursesandqualifiedinboththeSchool in bothsurgical andmedicalnursingteachingof Registered NurseTutor withextensive experience Anne-Marie isaRegistered General Nurseand Anne-Marie Ryan Assurance ForuminNovember 2009. keynote studentspeaker attheEuropean Quality Process’Student GuidetotheBologna andwas the Review Panel. Experts Hehasproduced the‘USI Universities Panel Experts andtheHETAC Institutional on QualityAssurance, theInstitutionalReview ofIrish the European Pool Students’UnionStudentExperts National Team andisamemberof Experts ofBologna students. Bartleyiscurrently amemberoftheIrish national Students’Union,representing over 250,000 Officer for theUnionofStudents inIreland, theIrish in 2007–2008.In2008–2009hewas theEducation Officer ofthe Trinity College DublinStudents’Union M.A. inRussian History. Heserved astheEducation an the University undertaking ofBristol,England, Bartley Rock iscurrently apostgraduate studentin RockBartley Síochána. Group reviewing educationandtraining inAnGarda graduate levels. SheisamemberoftheWorking semesterised structure atundergraduate andpost- of introducing anddeveloping afullymodularand Accreditation for PriorLearning andthechallenges bodies inregard toLearning Objectives, ECTS, presented anumberofpaperstodifferent national Bairbre Expert, In hercapacityasanIrishBologna has is amemberoftheENICandNARIC networks. individual foreign educationqualificationsand higher of theDirective 2005/36/ECandissuesstatementson information pointinaccordance withtheregulations employers inGermany. Furthermore, theZAB isan government authorities,universities andpublic credentials for the purpose oftheirrecognition by and expertassessmentofforeign educational The ZAB is a state agency entrusted with the evaluation counsellor. Central Office for Foreign Educationaseducation Zentralstelle fürausländisches Bildungswesen (ZAB)/ of theConference president andnow works inthe abroad, thenchanged tobeco-ordinator for theaffairs There shewas first responsible for GermanSchools of MinistersEducationandCultural AffairsinBonn. position intheSecretariat oftheStandingConference before returning toGermany in1992totake upa Language at Clemson University, South Carolina (USA) GermanasaForeignElisabeth Sonnenscheintaught Elisabeth Sonnenschein procedures inmany countries. papers onQualityAssurance/Quality Enhancement Agreement.Bologna Shehasbeeninvited topresent assurance andimplementingtheprovisions ofthe non-EU European countriesfor embeddingofquality of Tempus projects, aimedatproviding to support EUA Handbook.Shehasbeenamember Bologna Promoter/Expert events, andhaspublishedinthe workshops atEUA QA ForummeetingsandBologna University Associationasaspeaker andfacilitatorof countries. Normahasworked withtheEuropean education systems inmany European andother inIrelandExperts withextensive experience ofhigher She isalsooneoftheteamNationalBologna University ofIreland. UCC Governing BodyandtheSenateofNational Academic Councilandisanelectedmemberofthe University Management Team oftheUniversity, ofthe review procedures. Normaisamemberofthe by UCCinorder toestablishinternalqualityassurance Biochemistry. The QualityPromotion Unitwas setup served asaSeniorLecturer of intheDepartment Promotion UnitinUCCsince1999having previously Norma Ryan hasbeenDirector oftheQuality Norma Ryan of healthcare for theEuropean citizen. nurses throughout Europe willmeettheexpectations 33 Irish Bologna Expert Conference 34 Irish Bologna Expert Conference

Participants C Casey Carty Byrne Byrne Butler Buntic´ Rogic´ Bouquet Abbenhuis Boselie- Boomgaert Boland Boland Bokáy Bjornavold Pastor Bernabeu Bergan Berg Berenguer Bechina Barry Balfe Bakradze Adelman Surname ˇ ernikovský Petr Laura Catherine Malcolm Claire Sarah Alenka Brigitte Floor Wilfried Tom Josephine Antal Jens Guillermo Sjur Mogens María Fr. Friedrich Graham Walter Lali Cliff Firstname & Sports, Czech& Sports, Republic Ministry ofEducation,Youth Science Dept ofEducationand Institute ofTechnology, Tralee Education Authority Higher Authority ofIreland National Qualifications Education, UK Higher Quality Assurance Agency for Croatia Evaluation ofEducation, National Centre for External EQF NCP–France & Science,Netherlands Ministry ofEducation,Culture & Training, Belgium Flemish MinistryofEducation EducationAuthority Higher NUI Galway Hungary team, Expert Bologna CEDEFOP University ofAlicante,Spain Council ofEurope Authority ofIreland National Qualifications Ministry ofEducation,Spain Education, HolySee Congregation for Catholic EducationAuthority Higher Training Awards Council Educationand Further Science, Georgia Ministry ofEducation& Policy (US) Institute for Education Higher Organisation Egerton Edwards Dželalija Durkin Dunne Doona Doolette Donoghue Dobnikar Deij Davies D’Arcangelo Cvitanušic´ Curtin Curkovic Conlon Collins Collins Coles Clark Chmielecka Surname Caroline Meredith Mile Katja Mary Annie Ann Eugene Meta Arjen Howard Anna Marina Patricia Boris Sean Tom Cliff Mike Gordon Ewa Firstname N. Ireland Examination &Assessment, Council for theCurriculum Australia University ofCanberra, Croatia& Sports, Ministry ofScience,Education UK NARIC Education Authority Higher Design &Techology Dún Laoghaire Inst.OfArt, Framework Council Australian Qualifications Board, Ireland) An Bórd Altranais (Nursing Technology Education, Science& Slovenia–Ministry of European Training Foundation Association European Universities ISFOL, Italy Education, Croatia Agency for Science&Higher Employment Authority FÁS, theTraining & Herzegovina of HE&QA, Bosnia& Agency for Development Authority ofIreland National Qualifications NUI Maynooth Association European Health&Fitness England Development Agency, Qualifications andCurriculum European Commission EQF AG–Poland Organisation Hegarty Harutyunjan Haran Hannon Hájková Gurchiani Grob Grigore Gould Geertsma Gartley Garcia Lopez Frederiks Frank Forsyth Flood Strøm Fermon Feliciano Feerick Eriksen Surname Alan Gayane Paul Michael Tereza Ketevan Eva Tania Marie Anna Helen Enric Mark Elisabeth Judy Tone Yolande Paulo Sean Arne J Firstname Management Cttee University ofLimerick/Tuning Mobility, Armenia Academic Recognition & National Info. Centerfor Authority ofIreland National Qualifications Technology Galway-Mayo Instituteof Czech& Sports, Republic Ministry ofEducation,Youth Georgia National Accreditation Board, the Swiss Universities CRUS Rectors’ Conference of Social Protection, Romania Ministry ofLabour, Family & Training Awards Council Education and Further CINOP, Netherlands Learning, NIreland Dept ofEmployment & Culture, Andorra Ministry ofEducation& Netherlands &Flanders Organisation ofthe NVAO Accreditation Research, Austria BMWF–Ministry ofScience& Qualifications Authority Indept. ConsultanttoNZ Research, Norway Ministry ofEducation& & Research, France Education Ministry ofHigher Qualification, Portugal National Agency for Education &Training European QA inVocational institutions, Norway Network for Private HE Organisation Letica Lester Lengauer Leegwater Lantero Kumlin King Kerr Kelly Kelly Kelly Karoglan Joyce Joyce Jones Jensen Jancˇárová Iglesias Hosford Hopbach Higgins Hegarty Surname Jelena Stan Sonja Marlies Luca Terhi Emma Mary Michael Carmel Barbara Sandra Lesley Brian Karen Margrethe Inger- Gabriela Soledad June Achim Laura Diarmuid Firstname Education &Training, Croatia Agency for Vocational UK Stan Lester Developments, &CultureArts Federal MinistryofEducation, Netherlands Secretariat,Bologna CIMEA–NARIC, Italy Finland National Board ofEducation, Welsh AssemblyGovernment EducationAuthority Higher EducationAuthoritty Higher Authority ofIreland National Qualifications Training Awards Council Education and Further Education, Croatia Agency for Science&Higher Authority Scottish Qualifications Irish Aviation Authority Board Irish Universities Quality Tuning Project Nursing ENIC NARIC, Slovak Republic Ministry ofEducation,Spain College Promoter) (Bologna St NicholasMontessori Education Assurance inHigher European Assocfor Quality International Australian Education Association EducationCollegesHigher Organisation 35 Irish Bologna Expert Conference 36 Irish Bologna Expert Conference

Participants Moore Mockler Mernagh Menabue McNicholl McMahon McKenzie McHugh McGrath McCormack May Maunsell Marenticˇ Mandrup Maguire Madarasova Macrì Lynch Lundquist Lindén Lewis Surname Sarah Frank Edwin Paola Ann Frank Jennifer Stan Denis Brendan Mary Pat Urška Kathrine Anne- Bryan Eva Diana Orla Janerik Carina John Firstname (Bologna Promoter)(Bologna University ofLimerick ECDL Foundation Frameworks Consultant–Qualifications International Australian Education of Ireland Royal InstituteofArchitects Promoter)(Bologna Dublin Institute of Technology in Education National Centre for Guidence Training Awards Council Education and Further Ireland of Institution ofEngineers Promoter)(Bologna Institute ofTechnology, Sligo EducationAuthority Higher Education Limerick College ofFurther Education &Training Slovenia for Vocational Institute oftheRep. of Denmark Technology &Innovation, Ministry ofScience, Training Awards Council Educationand Higher ENIC NARIC, Slovak Republic ISFOL, Italy Training Awards Council Educationand Further Sweden Group, Expert Bologna Research, Sweden Ministry ofEducation& Authority Scottish Qualifications Organisation Phelan Ryan O’Sullivan O’Sullivan O’Shea O’Rourke O’Riordan O’Reilly O’Malley O’Mahony O’Loughlin O’Leary O’Flaherty O’Connor O’Connell O’Callaghan O’Brien Nourney Nindl Murray Murphy Murphy Moran Surname Pat Maura Gerry Majella Donal Fiona Sean Seán Pat Ronan Colm Phil John Eileen Diarmuid Trish Eva Sigrid Jim Jennifer Anna Anne Firstname Authority ofIreland National Qualifications Fitness Nat. Councilfor Exercise & Education Authority Higher Curriculum andAssessment National Councilfor Authority ofIreland National Qualifications Griffith College Dublin Authority ofIreland National Qualifications Fáilte Ireland Association Irish Vocational Education Ireland Chartered Accountants The Teaching Council Science Dept ofEducationand Authority ofIreland National Qualifications EducationAuthority Higher Blanchardstown Institute ofTechnology, Authority ofIreland National Qualifications & Research, Germany Federal MinistryofEducation 3 S,Austria Authority ofIreland National Qualifications Teaching &Learning Integration ofResearch, National Academy for Authority ofIreland National Qualifications Authority ofIreland National Qualifications Organisation Stritch Stéger Stárek Sonnenschein Smitt Skocilic Skimutis Schädler Scattergood Samuelson Ryan Ryan Ryan Rukavina Rock Roche Restoueix Ramina Raffe Purser Poulsen Ponton Surname Deirdre Csilla Jakub Elisabeth Myrna Jasmina Stefan Eva-Maria John Shane Sylvia Norma Ann-Marie Andra Bartley Stewart Philippe Jean Baiba David Lewis Lene Aileen Firstname Authority ofIreland National Qualifications Culture, Hungary Ministry ofEducation& Czech& Sports, Republic Ministry ofEducation,Youth German NARIC Research, Sweden Ministry ofEducation& Croatia& Sports, Ministry ofScience,Education Vocational Education, Sweden National Agency for Higher Liechenstein Office ofEducationin Trinity College Dublin International Australian Education Unions Irish Congress ofTrade Promoter)(Bologna University College Cork Board, Ireland) An Bórd Altranais (Nursing Education, Croatia Agency for Science&Higher expert Bologna EducationAuthority Higher Council ofEurope Latvia Academic Information Centre, Scotland University ofEdinburgh, Irish Universities Association Denmark Professionshøjskolen UCC, SCQF Partnership Organisation Zune Ziółek Zarojanu Zaharia Wilson Wieciech Walsh Sanden van der Uzelac Tu¯tlys Tully Topchyan Teigland Sukiassyan Surname Jean-Pierre Maria Felicia Sorin Eugen Prue Ewa Padraig Karin Nadezda Vidmantas Lynn Ruben Nina Robert Firstname Education, Sweden National Agency for Higher expert,PolandBologna Board, Romania National Adult Training Development, Romania Partnership withSoc.&Econ. Educ Qualifications& Nat. Agency for Higher Authority New ZealandQualifications Polish ENIC/NARIC Board Irish Universities Quality EQF AG–Netherlands Science, Macedonia Ministry ofEducation& SECCOMPAT project Authority Scottish Qualifications Armenia Professional EducationQA, National Centre for Training, Norway Ministry ofEducation& Science, Armenia Ministry ofEducation& Organisation 37 Irish Bologna Expert Conference