Lifelong learning – European qualifications
Recommendation – European Qualifications Framework for lifelong learning
In revising the common reference framework for national qualifications systems – the European Qualifications Framework (EQF) for lifelong learning*, the recommendation aims to improve the transparency, comparability and portability of people’s qualifications in Europe.
The wider aim is to contribute to modernising education and training systems and to increase the employability, mobility and social integration of workers and learners.
The revision of the EQF makes sure that all types and levels of qualifications are covered, including qualifications from higher education, vocational education* and training and general education, as well as qualifications awarded by the private sector and international sector organisations.
Recommendations to the EU countries:
to use the EQF as reference for their national qualifications – namely by referring to the levels of the EQF set out in Annex II, the criteria set out in Annex III and the common principles for quality assurance set out in Annex IV – and for comparison with national qualifications of other EU countries;
where appropriate, to promote links between credit systems* and national qualifications frameworks or systems taking into account the common principles on credit systems set out in Annex V;
to review and update, when relevant, the referencing of their national qualifications according to the revised EQF;
to ensure transparency of the referencing process and adequate public information about it, using the data fields in accordance with Annex VI;
to encourage the use of the EQF by all interested parties (social partners, public employment services, education providers, quality assurance bodies, public authorities);
to ensure the continuation and coordination of tasks implemented by EQF National Coordination Points* (EQF NCP).
Recommendations to the European Commission:
to coordinate with EU countries and other organisations involved in the EQF Advisory Group* in order to:
support consistent implementation of the EQF across the EU namely through the development of common methodologies for the levelling of qualifications and through the sharing of information and best practice between EU countries;
develop guidance to communicate the EQF; and
explore possible criteria and procedures for the comparison of non-EU countries’ national and regional qualifications systems with the EQF;
to ensure proper EU funding for the implementation of the recommendation and the effective governance of the EQF with the EQF Advisory Group;
in cooperation with the EU countries and interested parties, to assess and evaluate action taken in response to this recommendation and report to the Council by 2022. It would be preferable to also include — if necessary — a review and revision of this recommendation.
BACKGROUND
The EQF was originally created by the 2008 Recommendation of the European Parliament and the Council, as a common reference framework of 8 European generic levels of learning which serves as ‘translation grid’ between national qualifications systems.
For more information, see:
Learning opportunities and qualifications in Europe (European Commission).
Lifelong learning: all purposeful learning activity, undertaken at any stage of a person’s life, with the aim of improving knowledge, skills and competence.
Vocational education: education that prepares people to work in determined professions or sectors. It can take place at different levels, from secondary education up to higher education.
Credit systems: a transparency tool for facilitating the recognition of credit(s) i.e. that a part of a qualification consisting of a coherent set of learning outcomes has been assessed and validated by a competent authority, according to an agreed standard.
EQF National Coordination Points: their main tasks are to support national authorities in referencing national qualifications frameworks or systems to the EQF and to bring the EQF closer to individuals and organisations.
EQF Advisory Group: composed of representatives of the EU countries and other participating countries, trade unions, employers’ groupings and other parties, as appropriate; its role is to ensure overall coherence and promote transparency and trust in the process of referencing national qualifications frameworks or systems to the EQF.
DOCUMENT
Council Recommendation of 22 May 2017 on the European Qualifications Framework for lifelong learning and repealing the recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning (OJ C 189, 15.6.2017, pp. 15-28)
Recommendation of the European Parliament and the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning (OJ C 111, 6.5.2008, pp. 1-7)#
Lifelong learning — key competences
Recommendation 2006/962/EC on key competences for lifelong learning. It urges EU governments to make teaching and learning of key competences part of their lifelong learning strategies. The recommendation identifies 8 key competences that are fundamental for each individual in a knowledge-based society.
KEY POINTS
The 8 key competences are the following:
1.Communicating in a mother tongue: ability to express and interpret concepts, thoughts, feelings, facts and opinions both orally and in writing.
2. Communicating in a foreign language: as above, but includes mediation skills (i.e. summarising, paraphrasing, interpreting or translating) and intercultural understanding.
3.Mathematical, scientific and technological competence:sound mastery of numeracy, an understanding of the natural world and an ability to apply knowledge and technology to perceived human needs (such as medicine, transport or communication).
4.Digital competence: confident and critical usage of information and communications technology for work, leisure and communication.
5.Learning to learn: ability to effectively manage one’s own learning, either individually or in groups.
6.Social and civic competences: ability to participate effectively and constructively in one’s social and working life and engage in active and democratic participation, especially in increasingly diverse societies.
7.Sense of initiative and entrepreneurship: ability to turn ideas into action through creativity, innovation and risk taking as well as ability to plan and manage projects.
8.Cultural awareness and expression: ability to appreciate the creative importance of ideas, experiences and emotions in a range of media such as music, literature and visual and performing arts.
The European Commission:
contributes to national efforts to develop education and training systems;
uses the 8 key competences to encourage peer learning and exchange of good practices;
promotes wider use of the 8 key competences in related EU policies;
reports every 2 years on the progress made.
In 2009, the EU agreed a new strategic programme for European cooperation in education and training (ET 2020) up to 2020. This replaced the earlier ET 2010. It identified the need for lifelong learning and mobility to become a reality with education and vocational training systems being more responsive to change and the wider world.
In 2014, Erasmus+ took over the lifelong learning programme and 6 other previously separate education, training and youth programmes.
BACKGROUND
In an increasingly globalised world, individuals need a wide range of skills to adapt and prosper in the rapidly changing environment. The original lifelong learning programme was designed to offer learning opportunities to people at any stage in their life.
DOCUMENT
Recommendation 2006/962/
Technology and open educational resources to reshape EU education
SUMMARY OF:
Communication (COM(2013) 654 final) on opening up education: innovative teaching and learning for all through new technologies and open educational resource
It aims to stimulate high-quality, innovative ways of learning and teaching using new technologies and digital content.
It puts forward strategies for open learning environments* to deliver higher-quality education. This contributes to the Europe 2020 goals of boosting EU competitiveness and growth through a more skilled workforce and higher employment.
KEY POINTS
Although EU countries are responsible for education matters, the EU supports their work by:
promoting and sharing best practice;
supporting the sharing of information;
and delivering benefits through economies of scale and exchange and use of information across borders;
helping the deployment and availability of digital technology and content through financial support, public–private partnerships and recommendations.
EU education is failing to keep pace with the digital society and economy and technology provides the opportunity to increase efficiency and equity in education.
Erasmus+, Horizon 2020 and other EU-funding programmes provide incentives and conditions that encourage partnerships and projects, in particular to address the following issues.
Open learning environments — opportunities to innovate:
education and training institutions need to review their organisational strategies to stimulate innovative learning practices;
teachers should be able to acquire good pedagogical digital competences, for instance through strong communities of practice and rewards for new teaching methods;
learners expect to acquire digital skills and competences and have their skills easily certified and recognised for further learning or work.
Open educational resources — opportunities to use open knowledge for better quality and access:
high-quality open educational resources must become more visible and available to all citizens;
copyright issues should be more transparent across borders.
Connectivity and innovation — partnerships for infrastructures, new products and services, and exchanging and making use of information:
better internet connection infrastructure is still needed in some EU countries. Open compatibility standards could bring economies of scale in digital apps and content so that the EU’s digital education market can grow.
A concerted effort to seize the opportunities of the digital revolution:
an integrated approach is needed to better grasp the opportunities to come, i.e. securing access to digital content, to information and communications technology infrastructure, to the right level of digital skills and to the right organisational strategies can generate an educational offer able to sustain innovation.
The communication proposes actions at EU and national levels, including:
helping learning institutions, teachers and learners to acquire digital skills and learning methods;
supporting the development and availability of open educational resources, in particular through an open access requirement for Erasmus+;
connecting classrooms by deploying digital devices and content;
mobilising teachers, learners, families and economic and social partners to change the role of digital technologies within education institutions.
BACKGROUND
The communication contributes to EU targets for reducing early school leaving and increasing attainment:
‘Education and training in a smart, sustainable and inclusive Europe’ (Joint report of the Council and the Commission).
It builds on the initiatives outlined in the following European Commission communications:
‘Rethinking education’;
‘European higher education in the world’;
‘A digital agenda for Europe’.
KEY TERMS
open learning environments: environments based on self-regulated learning. This is aimed at creating responsible and thinking learners who are able to independently plan their learning process, search for resources and then reflect on process and progress.
open educational resources (OER): freely accessible with permission to the user from the holder. This can be text, media and other digital assets used for teaching, learning, assessment and research.
DOCUMENT
Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions — Opening up education: innovative teaching and learning for all through new technologies and open educational resources (COM(2013) 654 final, 25.9.2013)
Commission staff working document — Analysis and mapping of innovative teaching and learning for all through new technologies and open educational resources in Europe — Accompanying the document communication ‘Opening up education’ (SWD(2013) 341 final, 25.9.2013)
EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (OJ L 394, 30.12.2006, pp. 10-18)