PLACING
qualifications in the SQF
and referencing SQF levels to the EQF
and QF/EHEA
(with regard to the opinions of the members of the
interdepartmental NQF working group)
Prepared by:
Roberto Biloslavo PhD
Klara Skubic Ermenc PhD
Samo Pavlin PhD
Ljubljana, March 2012
(unproofed text)
1
CONTENTS:
1 INTRODUCTION .................................................................................................................................... 4
2 QUALIFICATIONS IN THE SQF AND REFERENCING SQF LEVELS TO THE EQF ........................................ 6
2.1. DEFINITIONS ................................................................................................................................. 6
2.2. TABULAR PRESENTATION OF QUALIFICATIONS IN THE SQF AND SQF AND EQF LEVELS ............. 8
3.
METHODOLOGY FOR PLACING QUALIFICATIONS IN THE SQF ....................................................... 11
3.1 METHODOLOGY OF DESCRIBING QUALIFICATIONS OBTAINED WITHIN THE FORMAL
EDUCATION SYSTEM FOR THE PURPOSES OF THE SQF ..................................................................... 11
3.2. METHODOLOGY FOR DESCRIBING QUALIFICATIONS OBTAINED OUTSIDE THE FORMAL SYSTEM
FOR THE PURPOSES OF THE SQF ....................................................................................................... 12
3.3. CLARIFICATIONS FOR THE LEARNING OUTCOMES CATEGORY .................................................. 13
5.
METHODOLOGICAL COMPARISON OF THE SQF WITH THE EQF ................................................... 15
4.1.
4.2.
4.3.
5.
COMPARISON OF SQF AND QF/EHEA ............................................................................................ 32
5.1.
5.2.
6.
STRUCTURAL COMPARISON OF THE FRAMEWORKS............................................................. 16
CONCEPTUAL COMPARISON OF THE FRAMEWORKS ............................................................ 16
COMPARISON OF SQF DESCRIPTORS AND EQF DESCRIPTORS .............................................. 17
CONCEPTUAL COMPARISON OF THE FRAMEWORKS ............................................................ 32
COMPARISON OF SQF DESCRIPTORS AND QF/EHEA DESCRIPTORS...................................... 33
ANNEX ........................................................................................................................................... 39
6.1. ANNEX 1................................................................................................................................. 39
DESCRIPTIONS OF TYPES OF QUALIFICATIONS WITH EXAMPLES OF DESCRIPTIONS OF TITLES OF
QUALIFICATIONS ............................................................................................................................... 39
6.1.1.
6.1.2.
6.1.3.
6.1.4.
6.1.5.
6.1.6.
6.1.7.
6.1.8.
INCOMPLETE ELEMENTARY EDUCATION ...................................................................... 39
ELEMENTARY EDUCATION WITH LOWER EDUCATIONAL CRITERIA .............................. 42
ELEMENTARY EDUCATION............................................................................................. 44
LOWER VOCATIONAL EDUCATION ................................................................................ 46
SECONDARY VOCATIONAL EDUCATION ........................................................................ 48
SECONDARY TECHNICAL EDUCATION ........................................................................... 51
MASTER CRAFTSMAN .................................................................................................... 54
SECONDARY GENERAL EDUCATION .............................................................................. 57
2
6.1.9.
6.1.10.
6.1.11.
6.1.12.
6.1.13.
6.1.14.
6.1.15.
6.1.16.
HIGHER VOCATIONAL EDUCATION................................................................................ 60
PROFESSIONAL AND ACADEMIC HIGHER EDUCATION .................................................. 62
MAGISTERIJ.................................................................................................................... 64
ACADEMIC HIGHER EDUCATION ................................................................................... 66
MAGISTERIJ ZNANOSTI/UMETNOSTI............................................................................. 68
DOKTORAT ZNANOSTI ................................................................................................... 70
DOKTORAT ZNANOSTI ................................................................................................... 72
NATIONAL VOCATIONAL QUALIFICATION, LEVEL 3 ....................................................... 74
6.2. ANNEX 2................................................................................................................................. 76
DESCRIPTORS OF SQF LEVELS ............................................................................................................ 76
7.
REFERENCES .................................................................................................................................. 79
3
1 INTRODUCTION
The SQF is a framework of communication that also contains a small element of reform. The starting
points for the classification of qualifications in the SQF are the relevant sectoral legislation and the
Classification System of Education and Training (KLASIUS). Since the SQF establishes the relationship
between basic types of education by levels and the qualification structure in a slightly different way,
it changes the number of levels from eight (with two sub-levels) to 10 (without sub-levels). There is,
however, no change in the logic of the level itself, which is still tied to specific criteria for defining a
stage of education or the level of complexity of a occupational standard. Standardisation of
curriculum documents within the field of education and training in Slovenia is not the
purpose of the SQF! The proposed framework DOES NOT call for reform of the curriculum
across the entire education system.
The components of the Slovenian Qualifications Framework are
1. Level descriptors: covering 10 levels and three categories (knowledge, skills, competences)
(see Annex 2)
2. Qualifications framework: tabular presentation of qualifications at 10 qualification levels
3. Descriptions of types of qualifications
4. Descriptions of titles of qualifications
In matching levels of education and qualification levels, we have relied on the existing practice of
classification of occupational standards in relation to VET programmes and national vocational
qualifications. We have also taken into account the levels of complexity of learning outcomes
(knowledge, skills and competences). Taking KLASIUS and the European Qualifications Framework as
models, we have followed these criteria:




complexity and depth of knowledge and understanding;
necessary level of support and teaching;
required level of involvement, autonomy and creativity;
scale and complexity of application/practice;
The SQF, then, contains 10 levels, which enables a flexible connection between the educational
structure and the qualification structure. The harmonisation and, at the same time, the flexibility of
these two structures offer a basis for the easier identification of qualifications and the recognition of
non-formally or informally acquired knowledge/skills/competences. It is this element that represents
the 'reforming' characteristic of the framework.
The SQF, in line with KLASIUS, links two concepts: the concept of educational activities/programmes
and the concept of learning outcomes. This solution is consistent with the communicative role of the
framework.
4
The descriptor for each level contains three categories of learning outcomes: knowledge, skills and
competences. Each qualification that is included in the framework contains all three categories,
although it is not necessarily the case that each category has equal weight within the qualification.
Such a selection of categories enables us to 'capture' the full diversity of learning outcomes and
qualifications at an individual level that, though acquired in different settings and for different
purposes, are comparable in terms of complexity.
Each higher level encompasses the knowledge, skills and competences of the lower level. This does
not mean that knowledge, skills, competences and responsibilities at lower levels do not or may not
also contain elements of higher levels, since the purpose of the learning process includes preparation
for a higher level, which cannot be achieved without the incorporation of higher elements in the
learning process. Thus the learning process and education objectives (including standards of
knowledge) contain knowledge, skills and competences from higher levels of complexity (higher
levels on scales such as Bloom's taxonomy, Marzano's taxonomy, etc.).
5
2 QUALIFICATIONS IN THE SQF AND REFERENCING SQF LEVELS TO
THE EQF
2.1. DEFINITIONS
The NATIONAL QUALIFICATIONS FRAMEWORK is a tool for the development and classification of
qualifications within a commonly agreed system. Qualifications are classified into levels with regard
to statutory criteria, learning outcomes and descriptors. Relationships between qualifications are
shown and possibilities of horizontal and vertical transitions between qualifications are indicated. A
qualifications framework contributes to improving quality, accessibility and the recognition of
qualifications in the labour market both nationally and internationally. The unit of the SQF is the
qualification.
QUALIFICATION means a formal outcome of an assessment and validation process which is obtained
when a competent authority determines that an individual has achieved learning outcomes to given
standards. Qualifications are obtained both within the formal education system and outside it.
Depending on their type, qualifications can have value in the labour market, in the formal education
system and in lifelong learning. Public documents such as certificates and diplomas are awarded as
proof of qualifications.
LEVEL means a structural element of the qualifications framework and should be understood as a
series of successive steps (developmental continuity) expressed as areas of generic outcomes by
which it is possible to classify typical qualifications. Levels are a pragmatic artificial construct
developed over a longer period.
STAGE is a term relating to the formal education system and the stages of education tied to it.1
KNOWLEDGE is the result of learning and the assimilation of concepts, principles, theories and
practices. Acquisition of knowledge takes place in various settings: in the educational process, at
work and in the context of private and social life.
SKILLS, in the context of the national qualifications framework, means cognitive skills (e.g. the use of
logical, intuitive and creative thinking) and/or practical skills (e.g. manual, creative skills, use of
materials, tools and instruments).
COMPETENCES relate to the ability to use and integrate knowledge and skills in educational,
professional and personal situations. We distinguish between generic and vocationally specific
competences. Competences are classified in the SQF in terms of complexity, autonomy and
responsibility.
1
Individual stages are defined by national legislation, while KLASIUS replaces them with the broader term
'level'.
6
LEARNING OUTCOME means knowledge, skills and competences standardised at a specific
qualification level. It is a statement of what a learner at a given qualification level knows and is able
to do on completion of a learning process.
Learning outcomes can be formulated in connection with courses, programme units, modules and
programmes. Within such contexts, learning outcomes connect together to form a qualification.
An EDUCATIONAL QUALIFICATION is a recognised public document obtained by an individual on
successful completion of a state-approved educational programme.
A NATIONAL VOCATIONAL QUALIFICATION is the occupational or vocational
competence/qualification necessary to perform an occupation or individual sets of tasks within an
occupation at a specific level of complexity. A certificate is awarded as proof of qualification.
A SUPPLEMENTARY QUALIFICATION supplements the competence of a learner and is either common
to a specific field (e.g. banking) or transversal and/or transferable to several fields (e.g. handling
hazardous substances, project management), for which reason it increases employability and
strengthens lifelong learning. A certificate is awarded as proof of qualification.
7
2.2. TABULAR PRESENTATION OF QUALIFICATIONS IN THE SQF AND SQF
AND EQF LEVELS
The table consists of three columns:
1. Qualifications obtained within the formal education system: this column
includes publicly recognised educational qualifications.
2. Qualifications obtained outside the formal education system: this column
includes all those qualifications that do not lead to a state-approved
educational qualification – national vocational qualifications and
supplementary qualifications.
3. The table also shows how SQF levels fit into the EQF.
Qualifications obtained within the
formal education system
Qualifications obtained outside the formal education
system
LEVEL 1
EQF
LEVEL
1
Confirmation of completion of obligatory schooling
(Incomplete elementary education)
2
Elementary school leaving certificate
Elementary education with lower educational criteria)
LEVEL 2
Elementary school leaving certificate
(Elementary education)
2
National vocational qualification certificate
(National vocational qualification, level 2)
LEVEL 3
Final examination certificate
(Lower vocational education)
3
National vocational qualification certificate
(National vocational qualification, level 3)
LEVEL 4
Final examination certificate
(Secondary vocational education)
4
National vocational qualification certificate
(National vocational qualification, level 4)
LEVEL 5
Vocational matura certificate
(Secondary technical education)
4
National vocational qualification certificate
(National vocational qualification, level 5)
General matura certificate
(Secondary education)
2
Slovenia also has 'special education programmes' for children and adolescents with moderate and serious
mental development disorders. The programme does not lead to a qualification and is therefore not included in
the SQF. On completion of education, most adolescents join sheltered work centres.
8
Master craftsman's examination
certificate
(Secondary education)
Foreman's examination certificate
(Secondary education)
Managerial examination certificate
(Secondary education)
LEVEL 6
Higher vocational diploma
3
(Higher vocational education)
5
National vocational qualification certificate
(National vocational qualification, level 6)
Post-secondary diploma
4
(Post-secondary education)
LEVEL 7
6
LEVEL 8
7
LEVEL 9
8
First-cycle diploma
5
(first-cycle professional education)
First-cycle diploma
6
(first-cycle academic education)
Professional diploma
7
(professional higher education)
Diploma o specializaciji
(Specialisation following post-secondary
8
education)
Diploma o strokovnem magisteriju
9
(Master's degree)
Diploma o specializaciji
(Specialisation after professional
10
degree)
Diploma o univerzitetnem izobraževanju
11
(academic degree)
Diploma o visoki izobrazbi
12
(Higher education qualification)
3
Since 1996.
Before 1993.
5
Since 2004, first Bologna cycle.
6
Since 2004, first Bologna cycle.
7
After 1993 and before 2004.
8
Before 1993.
9
Since 2004, second Bologna cycle.
10
After 1993 and before 2004.
11
After 1993 and before 2004.
12
Before 1993.
4
9
Diploma o magisteriju znanosti
13
(MSc/MA)
Diploma o specializaciji
(Specialisation following academic
14
degree)
Diploma o specializaciji
(Specialisation following higher
15
education)
LEVEL 1O
8
Diploma o doktoratu znanosti
16
(Doctorate)
Diploma o doktoratu znanosti
17
(Doctorate)
13
Before 2004.
After 1993 and before 2004.
15
Before 1993.
16
Since 2004, third Bologna cycle.
17
Before 2004.
14
10
3. METHODOLOGY18 FOR PLACING QUALIFICATIONS IN THE SQF
3.1 METHODOLOGY OF DESCRIBING QUALIFICATIONS OBTAINED WITHIN
THE FORMAL EDUCATION SYSTEM FOR THE PURPOSES OF THE SQF
Qualifications are described with regard to the parameters below.
1.
2.
3.
4.
5.
6.
7.
Qualification, expressed by the name of the document
Type of education
Duration of education and allocation of credits (where it exists)
Admission requirements
Providers
Learning outcomes (SQF levels)
Assessment and completion: assessment system, progression, condition for obtaining a
public document
8. Transitions
QUALIFICATION
Type of education
Duration
Admission
requirements
Providers
Learning outcomes
(SQF levels)
Assessment and
completion
Assessment system:
Promotions
Condition for obtaining a public document
Transitions
18
We propose that the description of this methodology should also include a description of other procedures,
in particular accreditation and quality assurance processes.
11
3.2. METHODOLOGY FOR DESCRIBING QUALIFICATIONS OBTAINED
OUTSIDE THE FORMAL SYSTEM FOR THE PURPOSES OF THE SQF
Unlike the description of educational qualifications, the description of national vocational
qualifications does not include admission parameters since these are not relevant. The exception is
(or can be) admission criteria stipulated by some catalogues of standards of technical knowledge and
skills. Parameters indicating the characteristics and quality of verification and assessment of
knowledge – a key parameter in the system of identifying and recognising non-formally and
informally acquired knowledge – are added.
Qualifications are described with regard to the parameters below.
1.
2.
3.
4.
Qualification, expressed by the name of the document
Admission criteria (where relevant)
Learning outcomes (SQF levels)
Assessment and completion: assessment system, assessors, condition for obtaining a public
document
5. Providers (of procedures for the identification and validation of national vocational
qualifications)
QUALIFICATION
Admission criteria
(where relevant)
Learning
outcomes (SQF
levels)
Assessment and
completion
Assessment system:
Assessors:
Condition for obtaining a public document
Providers
12
3.3. CLARIFICATIONS FOR THE LEARNING OUTCOMES CATEGORY
1. The key criterion justifying the position both of the type of qualification and of the individual
qualification title is the degree of difficulty and complexity of the learning outcome.
2. It is therefore important that each individual qualification is described in such a way as to
show – briefly but as clearly as possible – its depth and breadth.
3. The most detailed descriptions of learning outcomes are of course found in curriculum
documents, so there is no reason to copy learning outcomes for the purposes of placement!
4. Curriculum documents also differ greatly among themselves.
Differences are greatest between the two segments of qualifications, but there are also
differences within individual segments (between stages and types of education):
a. Elementary education: the content of learning outcomes with defined educational
objectives is influenced by the Organisation and Financing of Education Act (ZOFVI)
and the Elementary Education Act. Learning outcomes are defined directly by
syllabuses prepared for each subject separately. The level and complexity of
knowledge is most evident from operational objectives and standards of knowledge.
b. Secondary education: as well as by the ZOFVI, learning outcomes are influenced by
the Vocational and Technical Education Act (ZPSI) and the Gimnazija Act (ZGim). Of
key importance here are education programmes, which define educational
objectives in slightly more detail, and of course operational curriculum documents,
which take different names and forms: in general secondary (gimnazija) education
these are syllabuses, while in vocational and technical education, as well as
syllabuses (for general education subjects), there are also catalogues of knowledge
(for technical modules) prepared on the basis of occupational standards. Learning
outcomes are also formulated in part by matura catalogues and examination
catalogues.
c. Higher vocational education: educational objectives are set out in education
programmes, while each subject (or module) also includes its own syllabus. Learning
outcomes are influenced by the Post-secondary Vocational Education Act.
d. Higher education: educational objectives are set out in education programmes, while
each subject (or module) also includes its own syllabus. Learning outcomes are
influenced by the Higher Education Act.
e. National vocational qualifications: learning outcomes are defined in occupational
standards, which are complemented by two other documents: catalogues of
standards of technical knowledge and skills and examination catalogues. Learning
outcomes are influenced by the National Vocational Qualifications Act.
Differences also exist within the four categories indicated above. Significant differences are
apparent between syllabuses or catalogues of knowledge:
13
f.
both in the method of operationalisation of learning objectives (relations between
general or guide objectives and operational objectives, form and structure of
standards of knowledge)
g. and in the structure itself (position and design of competences, relations between
informative, formative and educational/socialisation objectives).
Because of the diversity and variety of solutions within Slovenia's system of education and training,
the descriptions of learning outcomes in the SQF follow the logic that has been developed for its
purposes and take into account:


an increasing level of difficulty in accordance with the level descriptors at 10 levels,
three categories (knowledge, skills, competences) with regard to the definitions
given. Diversity of understanding and curricular derivations is particularly broad in
the case of the concept of competences, which means that the direct transfer of the
descriptions of competences from curriculum documents into the descriptions of
qualifications prepared for the purposes of placing qualifications in the national
framework is not possible.
Descriptions of qualifications (see Annex 1) are, for the purposes of the SQF, prepared in such a way
that they SYNTHESISE the key learning outcomes from all relevant legislative and curriculum
documents. By KEY we mean those learning outcomes that show most clearly the figure of the
learner and the depth and breadth of his or her knowledge, skills and competences.
Descriptions of qualifications in the SQF serve:
to increase the transparency and integration of the national system and to influence
relations between qualifications;
as proof that qualifications are correctly placed at the selected levels for the needs of
international comparability, which has the effect of strengthening the credibility of Slovenian
qualifications in the eyes of other countries.
14
5. METHODOLOGICAL COMPARISON OF THE SQF WITH THE EQF
In order to show the clear and demonstrable connection between the Slovenian Qualifications
Framework (SQF) and the European Qualifications Framework (EQF), we carried out a three-stage
methodological analysis as follows:
-
Structural comparison of the two frameworks,
Conceptual comparison of the two frameworks,
Comparison of SQF descriptors and EQF descriptors.
On the basis of the results of this analysis, we have arrived at the following conclusion with regard to
referencing SQF levels to the EQF:
Table: referencing SQF levels to the EQF
SQF
EQF
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9
10
SQF levels 1, 2 and 3 were shown in the referencing process to be equivalent to EQF levels 1, 2 and 3.
SQF levels 4 and 5 are, in accordance with the best fit principle, equivalent to EQF level 4: in the
competences category, EQF level 4 shows a slightly higher degree of difficulty than SQF level 4, while
in the knowledge and skills categories the descriptors of SQF level 5 are slightly above these
categories at EQF level 4 in terms of difficulty and complexity.
SQF levels 6, 7 and 8 were shown to be equivalent to EQF levels 5, 6 and 7.
SQF levels 9 and 10 were shown to be equivalent to EQF level 8. Under the best fit principle SQF level
9 is comparable with EQF level 8 because it emphasises the aspect of the candidate's ability to take
part in original research projects or artistic projects of the highest standard leading to the creation of
new knowledge or achievements of the highest artistic standard.19
19
This simultaneously means that concrete qualifications at SQF level 9 can only be placed at EQF level 8 if they
satisfy the criterion mentioned – the ability to create new knowledge or works of the highest artistic standard.
15
4.1.
STRUCTURAL COMPARISON OF THE FRAMEWORKS
A structural comparison of the SQF and the EQF was carried out in order to establish whether a clear
similarity exists between the two qualifications frameworks.
We find that the two frameworks are similar in structure but that some differences between them do
exist.
Similarities
Both frameworks begin at level 1 and work upwards, where the first level at the same time means
the lowest level. Both frameworks are based on the concept of learning outcomes and enable the
incorporation of qualifications of different types, in this way promoting lifelong education and
learning.
Differences
The SQF differs from the EQF in that it consists of 10 levels and is based on the connection of the
concept of learning outcomes with the concept of educational activities/education programmes. The
SQF is a national qualifications framework into which different types of qualifications are placed,
while the EQF is a meta-framework that acts as a translation device for national qualifications
frameworks.
The SQF currently incorporates two segments of qualifications that meet national quality criteria:


Educational qualifications, which are obtained within the formal education system. With
regard to type and level, we have identified 23 different types of educational qualifications
that are either present in the current education system or held by citizens of the Republic of
Slovenia.
National vocational qualifications, which are the result of verification of non-formally and
informally acquired knowledge. We have identified five different types of national vocational
qualifications in terms of level of difficulty.
The design of the SQF also envisages the incorporation of a third type of qualifications –
supplementary qualifications. Their incorporation into the SQF is dependent on the development of
adequate national quality criteria.
4.2.
CONCEPTUAL COMPARISON OF THE FRAMEWORKS
The SQF is based on Slovenia's existing Classification System of Education and Training (KLASIUS) and
EQF guidelines. Each SQF level is described on the basis of the same three concepts – knowledge,
skills and competences – as the levels in the EQF. The above concepts are defined in a similar
16
manner, although it may be observed that while the EQF describes them in generic terms, the SQF
takes into account the characteristics of the national education system and labour market, for which
reason the descriptors at all levels are for the most part more detailed.
When comparing similarities and differences between knowledge, skills and competences in the SQF
and EQF, we note the following:
Knowledge. The starting definitions of the concept of 'knowledge' are similar in both frameworks. In
both cases knowledge is defined as the result of a learning process in different settings, with the
definition in the SQF also specifically mentioning learning processes in the context of work and
private and social life.
Skills. The definition of the concept of 'skills' in the SQF incorporates the distinction between
cognitive skills and practical skills from the EQF definition but differs from the EQF in that it also
emphasises the use of knowledge to carry out tasks and solve problems.
Competences.20 Both definitions of competences, in the SQF and the EQF, are coherent in the part
that describes competences as the ability to use knowledge and skills in various situations, where the
EQF places slightly more emphasis on the professional and personal development of the individual,
while the SQF emphasises responsible conduct on the part of individual. Both frameworks include
the notions of autonomy and responsibility.
4.3.
COMPARISON OF SQF DESCRIPTORS AND EQF DESCRIPTORS
In addition to the conceptual comparison of the two frameworks, we present below a more detailed
comparison of the contents of SQF descriptors and EQF descriptors, where we compare the
similarities and differences of the Slovenian and European qualifications frameworks at individual
levels of knowledge, skills and competences.
Correspondences between EQF descriptors and SQF descriptors are shown in red (knowledge),
purple (skills) and green (competence(s)). Differences between knowledge, skills and competences in
the two sets of descriptors are shown in blue. Exceptionally, red is also used to show similarities
between knowledge in the SQF and the other two elements in the EQF.
A comparison of the two frameworks by individual levels is given below.
Comparison of EQF level 1 with SQF level 1
EQF
Levels
SQF
Levels
EQF descriptors
SQF descriptors
20
We use the concept of competence in the plural form, although – see Mernagh, E. (2011): Differentiating
between 'competence', 'competences', and 'competency' – Working Paper – use of the term in the singular is
also possible.
17
1
level
1
level
Knowledge
Skills
Competence
Knowledge
Skills
Competences
Basic
general
knowledge
Basic skills
required to
carry out
simple
tasks
Work or study
under direct
supervision in
a structured
context
Elementary
general
knowledge
enabling
further
systematic
learning
Basic literacy
and the ability
to learn
information
and concepts.
Practical skills
required to
carry out
simple,
repetitive
tasks or a
short
sequence of
simple tasks
Ability to
operate in a
specifically
defined and
highly
structured
setting.
Knowledge: The generic description is almost identical, although the SQF descriptor emphasises
further systematic learning.
Skills: In the EQF these relate exclusively to carrying out simple tasks, while in the SQF this
starting definition is polarised into 'basic literacy and the ability to learn information and
concepts' and 'practical skills required to carry out simple, repetitive tasks'. The EQF does not
explicitly mention learning ability but we may infer that it includes it.
Competences: The generic description is very similar, although the difference between both
frameworks is evident from that, that EQF descriptor emphasises ‘work or study’ and SQF ‘ability
to operate’ in specifically defined/supervised structured context.
We conclude that SQF level 1 corresponds to EQF level 1.
Comparison of EQF level 2 with SQF level 2
EQF
Levels
SQF
Levels
2
level
2
level
EQF descriptors
SQF descriptors
Knowledge
Skills
Competence
Knowledge
Skills
Competences
Basic factual
knowledge
of a field of
work or
study
Basic
cognitive
and
practical
skills
required to
use
Work or
study under
supervision
with some
autonomy
Basic general
and applied
knowledge
covering
understanding
of the main
social and
Basic literacy
and practical
skills
including the
use of basic
tools,
methods and
Ability to
operate with
limited
autonomy on
the basis of
verbal or
written
18
relevant
information
in order to
carry out
tasks and
solve
routine
problems
using
simple
rules and
tools
natural
concepts,
processes and
laws; serves
as the basis
for further
learning and
social
participation.
materials.
Ability to
carry out
simple,
repetitive
tasks
consisting of
a small
number of
operations.
instructions
and to acquire
new
knowledge and
skills in a
predictable
and structured
setting. Taking
a limited
degree of
responsibility.
Knowledge: The SQF defines knowledge at this level in a more structured manner than the EQF.
While the EQF defines knowledge as the basic processing of information tied to a field of work
or study, the SQF explicitly ties it to understanding 'natural concepts, processes and laws' as a
basis for further learning. The SQF also defines knowledge as a basis for further learning and
social participation, while this is not emphasised in the EQF. As a result we can compare
knowledge in the SQF at this level to knowledge at EQF level 3.
Skills: The EQF emphasises the 'use of information in order to carry out tasks and to solve
routine problems using simple rules and tools' while the SQF emphasises 'basic literacy' in
relation to the 'use of basic tools, methods and materials'. Both frameworks emphasise the low
degree of complexity of the tasks to be performed: carrying out 'simple, repetitive tasks'
consisting of a small number of operations (SQF) and the solving of 'routine problems' using
simple rules and tools (EQF).
Competences: The EQF simply raises the level in comparison to level 1 in terms of increasing
autonomy – with some autonomy in work/study supervised context. EQF and SQF descriptors
are consistent with an increase of autonomy (‘some autonomy’, ‘limited degree of
responsibility’), but SQF descriptor is broader and places more emphasis on the lifelong learning
aspect with the 'acquisition of new knowledge and skills' and ‘written instructions’.
At level 2 we find correspondence between all three components of the descriptors, although in
the knowledge category the SQF descriptor defines learning outcomes at a slightly more
demanding level. The element of basic literacy is emphasised in the SQF.
19
Comparison of EQF level 3 with SQF level 3
EQF
Levels
SQF
Levels
3
level
3
level
EQF descriptors
SQF descriptors
Knowledge
Skills
Competence
Knowledge
Skills
Competences
Knowledge
of facts,
principles,
processes
and
general
concepts,
in a field of
work or
study
A range of
cognitive
and
practical
skills
required to
accomplish
tasks and
solve
problems
by selecting
and
applying
basic
methods,
tools,
materials
and
information
Take
responsibility
for
completion of
tasks in work
or study
Adapt own
behaviour to
circumstances
in solving
problems
Predominantly
practical, lifeand
vocationally
relevant
knowledge
with some
theoretical
basis,
acquired
primarily
through the
study of
examples,
imitation and
practice in the
context of a
specific
discipline.
Basic literacy
and practical
skills on a
limited scale
including the
use of
appropriate
tools,
methods and
materials.
Application of
known
solutions to
resolve
predictable
problems on a
limited scale.
Ability to
carry out
transparent
and
standardised
tasks.
Ability to
acquire new
knowledge
and skills in a
structured
context with
appropriate
guidance.
Ability to
operate with
limited
autonomy in a
predictable
and
structured
context on the
basis of
simple verbal
or written
instructions.
Taking a
limited degree
of
responsibility.
Knowledge: At this level the EQF describes knowledge very generically without an increase in
requirements, while the SQF places knowledge at this level in its own context of education and
work, emphasising the practical and vocational nature of knowledge, the limitation of its
theoretical basis and the situational orientation of learning tied to a specific discipline.
Skills: At this level the EQF emphasises the practical nature of the accomplishment of tasks,
which are based on the application of 'basic methods, tools, materials and information'. The SQF
again adds the element of basic literacy and places skills in the context of the 'predictability' of
problems and 'standardisation' of tasks.
Competences: The EQF descriptor for this level refers to the ability to take responsibility 'for
completion of tasks in work or study', while the SQF descriptor at this level is based on 'limited
autonomy of operation' and 'simple verbal and written instructions'. The SQF also mentions the
element of guidance, which relates to autonomy of operation.
SQF level 3 highlights the practical aspect of knowledge and skills and in this way builds on SQF
level 2. SQF level 3 and EQF level 3 correspond in terms of degree of difficulty.
20
Comparison of EQF level 4 with SQF level 4
EQF
Levels
SQF
Levels
4
level
4
level
EQF descriptors
SQF descriptors
Knowledge
Skills
Competence
Knowledge
Skills
Competences
Factual
and
theoretical
knowledge
in broad
contexts
within a
field of
work or
study
A range of
cognitive
and
practical
skills
required
to
generate
solutions
to specific
problems
in a field
of work
or study
Exercise selfmanagement
within the
guidelines of
work or
study
contexts that
are usually
predictable,
but are
subject to
change
Supervise the
routine work
of others,
taking some
responsibility
for the
evaluation
and
improvement
of work or
study
activities
Predominantly
vocational
knowledge
supplemented
by knowledge
of theoretical
principles,
particularly
those from
the relevant
discipline. The
study of
examples and
the
integration
and
application of
knowledge
take
precedence
over the
principles of
systematic
scientific
organisation.
Application of
knowledge to
resolve
various tasks
and
problems,
including less
typical
situations.
Wide-ranging
and
specialised
skills in
relation to
the area of
operation,
including the
use of
appropriate
tools,
methods,
different
technological
procedures
and
materials.
Ability to
carry out
relatively
transparent,
less
standardised
tasks.
Ability to operate
in a familiar and
less familiar
setting with a
greater degree of
responsibility and
autonomy.
Taking
responsibility for
characteristics
and quality of
products/services
connected with
work tasks or
processes. Taking
responsibility for
own learning.
Acquisition of
new knowledge
and skills in a
supervised
environment.
This level is
characterised by
a certain
entrepreneurial
orientation and
the ability to
organise and
work in teams.
Knowledge: The EQF descriptor at this level is based on factual and theoretical general
knowledge. The SQF places it in the context of a vocational (sectoral) orientation and
emphasises that the 'study of examples and the integration and application of knowledge take
precedence over the principles of systematic scientific organisation'.
Skills: At this level the EQF emphasises the practical orientation of solving specific problems. The
SQF descriptor emphasises the 'diversity of tasks', the 'use of sector-specific tools' and 'less
standardised tasks'.
21
Competences: The key difference between the descriptors at this level is that the EQF clearly
indicates the ability to 'supervise the routine work of others' and 'take some responsibility for
the evaluation and improvement of work or study activities'. The SQF descriptor at this level
emphasises responsibility for the results of own work and learning and adds the ability to take
part in teamwork and the possibility of developing enterprise initiatives. The complexity of the
contextualisation of work and learning is similar in both cases.
The EQF includes at this level the supervision of the routine work of others, while the SQF
includes the ability to organise and work in teams and generate enterprise initiatives. The
complexity of knowledge and skills at EQF level 4 corresponds with that at SQF level 4. In both
cases we may observe the vocational profiling of the descriptors and the predominantly
practical orientation of work and tasks.
Comparison of EQF level 4 with SQF level 5
EQF
Levels
SQF
Levels
4
level
5
level
EQF descriptors
SQF descriptors
Knowledge
Skills
Competence
Knowledge
Skills
Competences
Factual
and
theoretical
knowledge
in broad
contexts
within a
field of
work or
study
A range of
cognitive
and
practical
skills
required
to
generate
solutions
to specific
problems
in a field
of work or
study
Exercise selfmanagement
within the
guidelines of
work or
study
contexts that
are usually
predictable,
but are
subject to
change
Supervise the
routine work
of others,
taking some
responsibility
for the
evaluation
and
improvement
of work or
study
activities
General
and/or
specialised
knowledge
acquired
through
knowledge of
different
academic
and/or
professional
fields and
theoretical
principles.
Represents a
basis for
further
learning and
slightly more
advanced
understanding
of the
discipline.
Learning
primarily
takes place
through
analytical
thinking.
Wide-ranging
skills in
relation to the
area of
operation, may
also be
specialised,
including the
use of
appropriate
tools,
methods,
different
technological
procedures,
materials and
theories.
Evaluation and
use of
information to
formulate
decisions and
solutions to
various
problems or
atypical
situations.
Formulation of
solutions in
Ability to
operate in
diverse and
specific settings.
Taking
responsibility
for the
characteristics
and quality of
the work
process and
results, showing
autonomy and a
certain degree
of initiative.
Taking
responsibility
and initiative for
the acquisition
of new
knowledge and
skills. This level
is characterised
by an
entrepreneurial
orientation and
the ability to
organise and
work in complex
22
connection
with welldefined
abstract
problems.
Ability to carry
out various,
frequently
nonstandardised
tasks.
and
heterogeneous
teams.
Knowledge: The SQF descriptor defines this level in terms of 'knowledge of academic and/or
professional fields and theoretical principles'. It emphasises preparation for further study and,
above all, analytical thinking. In this context it does not differ significantly from the EQF
descriptor, which places similar emphasis on the specialised and theoretical nature of
knowledge in broad contexts within a field of work or study.
Skills: The SQF descriptor at this level indicates vocational profiling and introduces the element
of operating in unpredictable and atypical situations and solving 'abstract problems'. In this
context there are no deviations in comparison to the EQF. The difference is that the SQF places
more emphasis on the comprehensiveness of knowledge of the procedures that lead to a
conclusion. While the EQF emphasises skills for the solving of specific problems in the field of
work or study, the SQF emphasises skills that extend into wider fields of activity and the
resolution of different problems that go beyond typical situations and may also be abstract.
Competences: The EQF defines this level in terms of the ability to manage and supervise own
work and the work of others. The emphases of the SQF descriptor are visible in 'diversity of
settings', 'sense of initiative' and 'lifelong learning' or own career development. The element of
enterprise orientation and initiative is repeated here. The SQF also emphasises operating in
heterogeneous groups and different settings, not only in specific fields of work or study.
In the competences category, EQF level 4 shows a higher degree of difficulty than the SQF at the
same level: the EQF refers to supervision of teamwork, while the SQF refers to inclusion in
teams. On the other hand, the categories of knowledge and skills in the SQF descriptors at level
5 go beyond these categories at EQF level 4.
We therefore find that both SQF level 4 and SQF level 5 correspond to EQF level 4, in accordance
with the best fit principle.
23
Comparison of EQF level 5 with SQF level 6
EQF
Level
s
5
level
SQF
Level
s
6
level
EQF descriptors
SQF descriptors
Knowledge
Skills
Competence
Knowledg
e
Skills
Competenc
es
Comprehensiv
e, specialised,
factual and
theoretical
knowledge
within a field
of work or
study and an
awareness of
the
boundaries of
that
knowledge
A
comprehensi
ve range of
cognitive and
practical skills
required to
develop
creative
solutions to
abstract
problems
Exercise
managemen
t and
supervision
in contexts
of work or
study
activities
where there
is
unpredictab
le change.
Review and
develop
performanc
e of self and
others
Technical
and
theoretic
al
knowledg
e in a
specific
field and
practical
knowledg
e for the
resolutio
n of
concrete
tasks.
Knowledg
e enables
the
resolutio
n of more
complex
tasks in
specific
fields of
the
discipline.
Ability to carry out
more complex
operational/techni
cal tasks linked to
the preparation of
works and control
of work processes.
Ability to carry out
complex and
usually specialised
tasks in relation to
the area of
operation,
including abstract
thought and the
use of appropriate
tools, methods,
different
technological
procedures,
materials and
theories.
Ability to
operate in
different
and specific
settings
with
elements of
creativity.
Autonomou
s activity
characteris
ed by taking
responsibili
ty for the
work of
individuals
and groups,
material
sources and
information
. Ability to
make basic
connections
and place
issues in a
general
social
context is
also
important.
Identificatio
n of own
learning
needs and
attention to
knowledge
transfer in a
work
setting.
Knowledge: At EQF level 5, knowledge is described as 'specialised', 'theoretical knowledge'
within a given field, with an awareness of the 'boundaries of that knowledge' which corresponds
to the description of knowledge at SQF level 6, which describes knowledge as specialised (in the
skills category), 'theoretical knowledge in a specific field' with identification of own learning
24
needs (in the competences category). In the SQF, however, knowledge also enables the
'resolution of more complex tasks'.
Skills: In the EQF, skills at this level are described as 'a comprehensive range of cognitive and
practical skills' required to develop 'creative solutions', which corresponds to the description of
these skills in the SQF, which defines them in terms of abstract thinking and the 'use of
appropriate tools, methods, technological procedures, materials and theories', and also
'elements of creative activity' (in the competences category).
Competences: Correspondence between the EQF and SQF at the level of descriptions of
competences is evident from the fact that the former describes competence in terms of
management and supervision in the context of work activities, and the latter in terms of 'control
of work processes' and management of the 'work process' (in the skills category). Competences
in the SQF emphasise 'taking responsibility for the work of individuals and groups' and 'forming
basic connections and placing issues in a general and social context'. The latter can be equated
with 'review(ing) and develop(ing) performance of self and others' in the EQF.
We conclude that the descriptors of SQF level 6 and EQF level 5 correspond.
Comparison of EQF level 6 with SQF level 7
EQF
Leve
ls
6
level
SQF
Leve
ls
7
level
EQF descriptors
SQF descriptors
Knowledge
Skills
Competenc
e
Knowledge
Skills
Competence
s
Advanced
knowledge
of a field of
work or
study,
involving a
critical
understand
ing of
theories
and
principles
Advanced
skills,
demonstrat
ing mastery
and
innovation,
required to
solve
complex
and
unpredictab
le problems
in a
specialised
field of
work or
study
Manage
complex
technical
or
profession
al activities
or projects,
taking
responsibili
ty for
decisionmaking in
unpredicta
ble work or
study
contexts.
Take
responsibili
ty for
managing
profession
al
developme
nt of
individuals
Advanced
technical/theore
tical and
practical
knowledge in a
given field,
supported by a
broad
theoretical and
methodological
basis.
Ability to carry
out complex
operational/tech
nical tasks,
including the use
of
methodological
tools.
Mastery of
demanding and
complex work
processes
through
autonomous
application of
knowledge in
new work
situations.
Ability to
diagnose and
resolve problems
in various specific
work settings
linked to the
education and
Ability to
operate in
different
settings and
functions
and
articulate
new
knowledge.
Taking
responsibilit
y for
defining and
achieving
own work
results
and/or work
results of a
heterogene
ous group in
defined
fields of
work. Ability
to devise
and sustain
25
and groups
training domain.
A basis for
original
thinking/work
and critical
reflection.
arguments
within
specific
work
settings
related to
the field of
education
and
training.
Identificatio
n of own
learning
needs,
ability to
take the
initiative for
own
learning,
ability to
transfer
knowledge
within a
group.
Knowledge: At EQF level 6, knowledge is defined as 'advanced knowledge of a field of work or study'
involving a 'critical understanding' of theories and principles, which corresponds to the definition of
knowledge at SQF level 7, which talks about advanced technical, theoretical and practical knowledge
'in a specific field' as a basis for 'critical reflection' (in the skills category).
Skills: At the level of skills, correspondences between the frameworks are apparent in the description
of skills that demonstrate the 'mastery and innovation' required to solve 'complex and unpredictable
problems' (EQF) and are the basis for 'original thinking/work' and the mastery of complex work
processes in new work situations (SQF).
Competences: Correspondence between the frameworks at the level of competences is evident from
'taking responsibility for decision-making' and managing 'complex' activities or projects in the EQF
and 'taking responsibility for determining and achieving (own) work results' and carrying out
'complex' tasks (in the skills category) in the SQF.
The description of competences at SQF level 7 and EQF level 6 does, however, reveal differences too.
These can be seen in the fact that the EQF emphasises taking 'responsibility for managing
professional development of individuals and groups', while the SQF emphasises 'ability to participate
in reasoned discussion in specific work settings' and 'identifying own learning needs', 'taking the
initiative for own learning' and 'ability to transfer knowledge in a group'. From this point of view the
competences listed in the SQF are more limited in scope (i.e. primarily oriented towards the
professional development of the individual) than the competences in the EQF.
Despite the differences identified in the competences category, we may conclude that there is
correspondence between the knowledge and skills categories in the two frameworks.
26
Comparison of EQF level 7 with SQF level 8
EQF
Level
s
SQF
Level
s
7
level
8
level
EQF descriptors
SQF descriptors
Knowledge
Skills
Competence
Knowledge
Skills
Competences
Highly
specialised
knowledge
, some of
which is at
the
forefront
of
knowledge
in a field of
work or
study, as
the basis
for original
thinking
and/or
research.
Critical
awareness
of
knowledge
issues in a
field and
at the
interface
between
different
fields
Specialise
d
problemsolving
skills
required
in
research
and/or
innovation
in order to
develop
new
knowledge
and
procedure
s and to
integrate
knowledge
from
different
fields
Manage and
transform
work or
study
contexts that
are complex,
unpredictabl
e and require
new strategic
approaches.
Take
responsibility
for
contributing
to
professional
knowledge
and practice
and/or for
reviewing
the strategic
performance
of teams
Advanced
theoretical,
methodologica
l and analytical
knowledge
with elements
of research
serving as a
basis for highly
complex
professional
work.
Mastery of
highly
demanding
and complex
work
processes and
methodologica
l tools in
specialised
fields.
Planning and
managing the
work process
on the basis of
creative
resolution of
problems
related to the
field of
education and
training.
Capacity for
original
thinking/work
and critical
reflection.
Ability to
carry out
tasks
independently
and
autonomously
in mainly
atypical
settings in
broader or
multidisciplinar
y contexts.
Ability to take
responsibility
for own
professional
development
and instruct
others. Taking
responsibility
for decisions
relating to
activities,
processes and
management of
complex and
heterogeneous
groups.
Knowledge: The correspondence between EQF level 7 and SQF level 8 in the description of
knowledge is expressed in 'highly specialised knowledge', in knowledge which is the 'basis for original
thinking' and/or 'research' and is based on critical awareness in the EQF, and in advanced knowledge,
the ability to formulate 'original thinking/work' (in the skills category) and knowledge 'with elements
of research' based on critical reflection in the SQF.
Skills: The description of 'specialised problem-solving skills' at EQF level 7 corresponds to the mastery
of very demanding processes/tools 'in specialised fields' and 'problem-solving' in the description of
skills at SQF level 8, but there are also differences at this level because the EQF also emphasises the
'integration of knowledge from different fields.' The SQF does not explicitly mention this but it may
be indirectly understood in the context of the ability to carry out tasks in 'multidisciplinary contexts'
(in the competences category).
Competences: Correspondence between EQF level 7 and SQF level 8 at the level of competences is
evident from the references to the ability to manage 'work (or study) contexts that are complex (and)
unpredictable' and take responsibility for 'reviewing the (strategic) performance of teams (EQF), and
27
the ability to carry out 'tasks in normally atypical settings in broader or multidisciplinary context' and
'take responsibility for decisions pertaining to activities, processes and the management of groups'
(SQF).
The descriptions also differ in that the SQF emphasises the 'ability to take responsibility for own
professional development and instruct others'. At EQF level 6 the latter is described as taking
'responsibility for managing the professional development of individuals and groups'.
We may conclude that SQF level 8 corresponds to EQF level 7.
Comparison of EQF levels 7 and 8 with SQF level 9
EQF
Lev
els
7
level
SQF
Leve
ls
9
level
EQF descriptors
SQF descriptors
Knowled
ge
Skills
Competence
Knowledge
Skills
Competences
Highly
specialis
ed
knowled
ge, some
of which
is at the
forefront
of
knowled
ge in a
field of
work or
study, as
the basis
for
original
thinking
and/or
research.
Critical
awarene
ss of
knowled
ge issues
in a field
and at
the
interface
between
different
fields
Specialised
problemsolving
skills
required in
research
and/or
innovation
in order to
develop
new
knowledge
and
procedures
and to
integrate
knowledge
from
different
fields
Manage and
transform
work or study
contexts that
are complex,
unpredictable
and require
new strategic
approaches.
Take
responsibility
for
contributing
to
professional
knowledge
and practice
and/or for
reviewing the
strategic
performance
of teams
Advanced
theoretical,
methodologi
cal and
analytical
knowledge
serving as
the basis for
original
research/art
istic work
leading to
the creation
of new
knowledge/
works.
Planning,
managing and
carrying out
works of the
highest
complexity,
including
participation in
research
projects/artistic
projects of the
highest standard
and resolving
theoretical and
practical
problems in
special work
situations.
Capacity for
complex original
thinking/work
and critical
reflection.
Ability to carry
out tasks
autonomously in
atypical settings
and broader or
multidisciplinary
contexts in
connection with
basic and/or
applied
research/artistic
work. Ability to
take
responsibility for
own professional
development and
the development
of the discipline.
Ability to
independently,
professionally
and ethically
orient own
learning and
learning of others
in different
contexts.
28
EQF
Lev
els
8
level
SQF
Leve
ls
9
level
EQF descriptors
SQF descriptors
Knowl
edge
Skills
Competence
Knowledge
Skills
Competences
Knowl
edge
at the
most
advan
ced
fronti
er of a
field
of
work
or
study
and at
the
interf
ace
betwe
en
fields
The most
advanced and
specialised
skills and
techniques,
including
synthesis and
evaluation,
required to
solve critical
problems in
research
and/or
innovation
and to extend
and redefine
existing
knowledge or
professional
practice
Demonstrate
substantial
authority,
innovation,
autonomy,
scholarly and
professional
integrity and
sustained
commitment
to the
development
of new ideas
or processes
at the
forefront of
work or study
contexts
including
research
Advanced
theoretical
,
methodolo
gical and
analytical
knowledge
serving as
the basis
for original
research/a
rtistic work
leading to
the
creation of
new
knowledge
/works.
Planning, managing
and carrying out
works of the
highest complexity,
including
participation in
research
projects/artistic
projects of the
highest standard
and resolving
theoretical and
practical problems
in special work
situations. Capacity
for complex original
thinking/work and
critical reflection.
Ability to carry
out tasks
autonomously in
atypical settings
and broader or
multidisciplinary
contexts in
connection with
basic and/or
applied
research/artistic
work. Ability to
take
responsibility for
own professional
development and
the development
of the discipline.
Ability to
independently,
professionally
and ethically
orient own
learning and
learning of others
in different
contexts.
A comparison of SQF level 9 with EQF levels 7 and 8 shows that the descriptors of SQF level 9 are to a
certain extent comparable to both EQF levels. We nevertheless believe that a comparison of the
descriptors indicates that it makes sense to compare SQF level 9 with EQF level 8 for the following
reasons.
Knowledge: Correspondence between EQF level 8 and SQF level 9 is apparent in knowledge at the
'most advanced' frontier (EQF) and 'advanced theoretical, methodological and analytical knowledge'
(SQF).
Skills: In both EQF and the SQF, skills at these levels are defined in terms of 'solving (critical) problems
in research' (EQF) or 'participation in research projects/artistic projects of the highest standard and
solving theoretical and practical problems' (SQF). The EQF also contains reference to 'extending
existing knowledge', while the SQF refers (in the knowledge category) to 'creating new
knowledge/works'. Those skills described in the EQF as 'the most advanced and specialised skills and
techniques' appear at SQF level 8 as 'mastery of highly demanding, complex work processes and
methodological tools'.
29
Competences: Correspondence between EQF level 8 and SQF level 9 is apparent in the demonstration
of 'substantial autonomy' and the development of 'new ideas or processes' in contexts including
research in the EQF, and in the ability to carry out tasks autonomously and the ability to formulate
'original thinking/work' (in the skills section) in connection with 'basic and/or applied
research/artistic work' in the SQF, with the difference that the SQF also places special emphasis on
the 'ability to independently, professionally and ethically orient own learning and learning of others
in various contexts'. The SQF emphasises the role of the individual in the broader social context with
an emphasis on professional and ethical conduct that is not to be found in the EQF.
We may conclude that SQF level 9 corresponds to EQF level 8 in accordance with the best fit
principle, because it emphasises 'participation in original research projects/artistic projects of the
highest standard' that 'create new knowledge' and/or artistic works of the highest standard.
Comparison of EQF level 8 with SQF level 10
EQF
Level
s
8
level
SQF
Level
s
10
level
EQF descriptors
SQF descriptors
Knowledge
Skills
Competence
Knowledge
Skills
Competence
s
Knowledge at
the most
advanced
frontier of a
field of work
or study and
at the
interface
between
fields
The most
advanced
and
specialised
skills and
techniques,
including
synthesis
and
evaluation,
required to
solve critical
problems in
research
and/or
innovation
and to
extend and
redefine
existing
knowledge
or
professional
practice
Demonstrat
e substantial
authority,
innovation,
autonomy,
scholarly
and
professional
integrity and
sustained
commitmen
t to the
developmen
t of new
ideas or
processes at
the
forefront of
work or
study
contexts
including
research
Advanced
knowledge
serving as
the basis for
autonomous,
original
research/arti
stic work or
the
development
of the
discipline at
the highest
level, which
is connected
with
scholarly,
professional
or artistic
recognition
both
nationally
and
internationall
y.
Planning,
managing and
carrying out
works of the
highest
complexity,
including
participation in
research
projects/artisti
c projects, and
resolution of
the most
complex
theoretical and
practical
problems.
Capacity for
critical
reflection,
advanced
abstract
thinking and
synthesising
new and
complex ideas.
Capacity for
highly
autonomous
work/creativ
e work of
the highest
standard,
interpretatio
n and the
ability to
find answers
to abstract
questions
and
questions of
the greatest
complexity
in a
professional,
academic or
artistic field.
Ability to
transfer
knowledge
via critical
dialogue
between a
professional
discipline
and an
academic
discipline,
30
and a
capacity for
responsible
evaluation
of the
consequenc
es of the
application
of new
knowledge
in different
contexts.
Knowledge: Correspondence between EQF level 8 and SQF level 10 is apparent in knowledge at the
'most advanced' frontier (EQF) and advanced knowledge for 'autonomous original research/artistic
work' (SQF), although there is also a difference in the understanding of the application of knowledge,
since the EQF also refers to knowledge 'at the interface between fields', something which is not
mentioned in the SQF.
Skills: Correspondence between skills at EQF level 8 and SQF level 10 is apparent in the most
advanced skills 'including synthesis' and the solving of 'critical problems' in the EQF and through the
synthesis of 'new and complex ideas' and the solving of the 'most complex problems' in the SQF.
Competences: Correspondence between competences at EQF level 8 and SQF level 10 is apparent in
the demonstration of 'substantial authority, innovation, autonomy, academic and professional
integrity and sustained commitment to the development of new ideas or processes' including
research in the EQF and a capacity for highly autonomous work/creative work of the highest
standard, interpretation and the ability to find answers to abstract questions and questions of the
greatest complexity' including 'research projects/artistic projects' (in the skills category) in the SQF,
with the difference that the SQF also places particular emphasis on the 'ability to make a responsible
assessment of the consequences of the application of new knowledge in various contexts' and the
'transfer of knowledge between a professional discipline and an academic discipline'. The latter
confirms the difference in the description of competences already identified in a comparison of SQF
level 9 and EQF level 8.
We may conclude that SQF level 10 corresponds to EQF level 8.
31
5. COMPARISON OF SQF AND QF/EHEA
In order to establish the compliance of the Slovenian Qualifications Framework (SQF) with the
Qualifications Framework of the European Higher Education Area (QF/EHEA), we carried out a twostage methodological analysis as follows:
-
Conceptual analysis of the two frameworks,
Comparison of SQF descriptors and QF/EHEA descriptors.
On the basis of the results of this analysis, we have arrived at the following conclusion in terms of
referencing the higher education levels in the SQF to the QF/EHEA:
Table referencing SQF levels to the QF/EHEA
SQF
EHEA
6
Short cycle
7
First cycle
8
Second cycle
9
Third cycle
10
In the process of comparing the SQF and the QF/EHEA it became apparent that SQF level 6 is
equivalent to the EHEA short cycle and that SQF level 7 corresponds to the EHEA first cycle, SQF level
8 to the EHEA second cycle, SQF levels 9 and 10 to the EHEA third cycle, where SQF level 9 is
comparable to the EHEA third cycle on the basis of the best fit principle, since we find that SQF level
9 emphasises 'participation in original research projects/artistic projects of the highest standard' that
'create new knowledge' or artistic works of the highest standard.
5.1.
CONCEPTUAL COMPARISON OF THE FRAMEWORKS
To begin with we compared the Slovenian Qualifications Framework and the Qualifications
Framework of the European Higher Education Area in order to establish whether there is direct
comparability and recognition between the SQF and the three cycles of the Bologna framework.
The SQF contains four qualification levels – levels 7, 8, 9 and 10 – that correspond to the first, second
and third Bologna cycles, and programmes of post-secondary and higher vocational education (SQF
level 6) that correspond to the Bologna short cycle.
Full implementation of the Bologna reform began in Slovenia following the adoption in 2004 of the
fundamental legal act, namely the Act amending the Higher Education Act (Ur. l. RS 63/2004). In
accordance with the Bologna Declaration, five substantive reasons for changes were indicated and
incorporated into the new Bologna first-, second- and third-cycle study programmes:
1. study programmes should guarantee the employability of graduates at each cycle;
32
2. education for similar professions should be comparable between countries – the
consequence of which is standardisation of the length of studies, common and comparable
attention to quality assurance, standardisation of the assessment and evaluation of subjects
(credit system) and the introduction of the diploma supplement;
3. to enable students to pass between cycles and within them with the help of allocation of
credits to the contents and elective part of the study programme ('bridging courses');
4. increase student mobility, both within programmes within a discipline and between
disciplines and between universities at home and abroad;
5. doctoral studies are defined in programmatic terms – research (completed and planned) is
allocated ECTS credits and combines professional and scholarly excellence and applicability
of research.
In developing the higher education part of the SQF, we used an approach that described existing and
former (old) types of qualifications that still have significant value in the labour market in a manner
that reflects their specific characteristics and their position in Slovenia's higher education system. In
this way the different study programmes can be identified in the descriptions of typical types of
qualifications. Both the SQF descriptors and the typical types of qualifications (see Annex) were
compared and referenced to the Dublin descriptors. We did not use the 'vocabulary' of the Dublin
descriptors but instead the conceptual categories (knowledge, skills and competences) of the SQF
descriptors.
This is also the origin of the fundamental conceptual difference between the two frameworks, where
we find that direct comparison of the SQF and the QF/EHEA is not possible, since the SQF descriptors
follow three categories of learning outcomes – knowledge, skills and competences – while the
QF/EHEA descriptors follow a description of knowledge and understanding, application of knowledge,
ability to formulate judgements, ability to communicate and ability to learn. We have placed these
categories into SQF categories in terms of similarity of content as follows:
-
knowledge and understanding → knowledge;
application of knowledge and ability to formulate judgements → skills; and
ability to communicate and ability to learn → competences.
This classification is not however perfect, since individual contents of the QF/EHEA descriptors are
located in different categories of the descriptors of SQF levels 6, 7, 8, 9 and 10.
5.2.
COMPARISON OF SQF DESCRIPTORS AND QF/EHEA DESCRIPTORS
Through a comparison of the descriptors in the SQF (levels 6 to 10) and the QF/EHEA, we found that
there is consistency between the descriptors of the SQF levels and the descriptors of the EHEA cycles.
Both the SQF descriptors and the EHEA descriptors are based on an increasing level of complexity in
the individual categories of the descriptors and related to learning outcomes, where the EHEA
descriptors are specifically defined for the field of higher education, while the SQF descriptors are
more generic and designed for all systems of education and training.
33
Taking into account the above facts, we find the following:
Table: Referencing SQF levels 6, 7, 8, 9 and 10 to the QF/EHEA
Students:
EHEA
Short
cycle
SQF level
6
First
cycle
Knowledge and
understanding
Students:
Have demonstrated
knowledge and
understanding in a field
of study that builds
upon general secondary
education and is
typically at a level
supported by advanced
textbooks.
Such knowledge
provides an
underpinning for a field
of work or vocation,
personal development,
and further studies to
complete the first cycle.
Technical and
theoretical knowledge
in a specific field and
practical knowledge for
the resolution of
concrete tasks.
Knowledge enables the
resolution of more
complex tasks in specific
fields of the discipline.
Students:
Have demonstrated
knowledge and
understanding in a field
of study that builds
upon and their general
secondary education,
and is typically at a level
that, whilst supported
by advanced textbooks,
includes some aspects
that will be informed by
knowledge of the
forefront of their field
of study.
Application
of
knowledge
Ability to
formulate
judgements
Ability to
communicate
Ability to learn
can apply
their
knowledge
and
understandi
ng in
occupational
contexts.
Have the ability
to identify and
use data to
formulate
responses to
well-defined
concrete and
abstract
problems
Can communicate
about their
understanding,
skills and
activities, with
peers, supervisors
and clients.
Have the
learning skills
to undertake
further studies
with some
autonomy.
Ability to carry out more
complex operational/technical
tasks linked to the preparation
of works and control of work
processes. Ability to carry out
complex and usually specialised
tasks in relation to the area of
operation, including abstract
thought and the use of
appropriate tools, methods,
different technological
procedures, materials and
theories.
Ability to operate in different and
specific settings with elements of
creativity. Autonomous activity
characterised by taking
responsibility for the work of
individuals and groups, material
sources and information. Ability to
make basic connections and place
issues in a general social context is
also important. Identification of own
learning needs and attention to
knowledge transfer in a work
setting.
Can apply
their
knowledge
and
understandi
ng in a
manner that
indicates a
professional
approach to
their work
or vocation,
and have
competence
s typically
demonstrate
Can communicate
information,
ideas, problems
and solutions to
both specialist
and non-specialist
audiences.
Have the ability
to gather and
interpret
relevant data
(usually within
their field of
study) to inform
judgements that
include
reflection on
relevant social,
scientific or
ethical issues.
Have
developed
those learning
skills that are
necessary for
them to
continue to
undertake
further study
with a high
degree of
autonomy.
34
SQF level
7
Second
cycle
SQF level
8
Advanced
technical/theoretical
and practical knowledge
in a given field,
supported by a broad
theoretical and
methodological basis.
Students:
Have demonstrated
knowledge and
understanding that is
founded upon and
extends and/or
enhances that typically
associated with the first
cycle, and that provides
a basis or opportunity
for originality in
developing and/or
applying ideas, often
within a research
context.
Advanced theoretical,
methodological and
analytical knowledge
with elements of
research serving as a
basis for highly complex
professional work.
d through
devising and
sustaining
arguments
and solving
problems
within their
field of
study.
Ability to carry out complex
operational/technical tasks,
including the use of
methodological tools.
Mastery of demanding and
complex work processes
through autonomous
application of knowledge in
new work situations.
Ability to diagnose and resolve
problems in various specific
work settings linked to the
education and training domain.
A basis for original
thinking/work and critical
reflection.
Can apply
their
knowledge
and
understandi
ng, and
problemsolving
abilities in
new or
unfamiliar
settings
within
broader (or
multidiscipli
nary)
contexts
related to
their field of
study.
Have the ability
to integrate
knowledge and
handle
complexity, and
formulate
judgements
with incomplete
or limited
information, but
that include
reflecting on
social and
ethical
responsibilities
linked to the
application of
their knowledge
and
judgements.
Mastery of highly demanding
and complex work processes
and methodological tools in
specialised fields. Planning and
managing the work process on
the basis of creative resolution
of problems related to the field
of education and training.
Capacity for original
thinking/work and critical
Ability to operate in different
settings and functions and articulate
new knowledge. Taking
responsibility for defining and
achieving own work results and/or
work results of a heterogeneous
group in defined fields of work.
Ability to devise and sustain
arguments within specific work
settings related to the field of
education and training.
Identification of own learning needs,
ability to take the initiative for own
learning, ability to transfer
knowledge within a group.
Can communicate
their conclusions,
and the
knowledge and
rationale
underpinning
these, to
specialist and
non-specialist
audiences clearly
and
unambiguously.
Have the
learning skills
to allow them
to continue to
study in a
manner that
may be largely
self-directed or
autonomous.
Ability to carry out tasks
independently and autonomously in
mainly atypical settings in broader
or multidisciplinary contexts. Ability
to take responsibility for own
professional development and
instruct others. Taking responsibility
for decisions relating to activities,
processes and management of
complex and heterogeneous groups.
35
reflection.
Third
cycle
Students:
Have demonstrated a
systematic
understanding of a field
of study and mastery of
the skills and methods
of research associated
with that field.
SQF level
9
Advanced theoretical,
methodological and
analytical knowledge
serving as the basis for
original research/artistic
work leading to the
creation of new
knowledge/works.
SQF level
10
Advanced knowledge
serving as the basis for
autonomous, original
research/artistic work
or the development of
the discipline at the
highest level, which is
connected with
scholarly, professional
Have
demonstrate
d the ability
to conceive,
design,
implement
and adapt a
substantial
process of
research
with
scholarly
integrity.
Are capable of
critical analysis,
evaluation and
synthesis of
new and
complex ideas.
Have made a
contribution
through
original
research
that extends
the frontier
of
knowledge
by
developing a
substantial
body of
work, some
of which
merits
national or
international
refereed
publication.
Planning, managing and
carrying out works of the
highest complexity, including
participation in research
projects/artistic projects of the
highest standard and resolving
theoretical and practical
problems in special work
situations. Capacity for complex
original thinking/work and
critical reflection.
Planning, managing and
carrying out works of the
highest complexity, including
participation in research
projects/artistic projects, and
resolution of the most complex
theoretical and practical
problems. Capacity for critical
reflection, advanced abstract
Can communicate
with their peers,
the larger
scholarly
community and
with society in
general about
their areas of
expertise.
Can be
expected to be
able to
promote,
within
academic and
professional
contexts,
technological,
social or
cultural
advancement in
a knowledgebased society.
Ability to carry out tasks
autonomously in atypical settings
and broader or multidisciplinary
contexts in connection with basic
and/or applied research/artistic
work. Ability to take responsibility
for own professional development
and the development of the
discipline. Ability to independently,
professionally and ethically orient
own learning and learning of others
in different contexts.
Capacity for highly autonomous
work/creative work of the highest
standard, interpretation and the
ability to find answers to abstract
questions and questions of the
greatest complexity in a
professional, academic or artistic
field. Ability to transfer knowledge
via critical dialogue between a
36
or artistic recognition
both nationally and
internationally.
thinking and synthesising new
and complex ideas.
professional discipline and an
academic discipline, and a capacity
for responsible evaluation of the
consequences of the application of
new knowledge in different
contexts.
Comparison of descriptors of SQF level 6 and the short cycle of the EHEA
Correspondence between the descriptors is apparent in the possession of technical and theoretical
knowledge in a given field and practical knowledge for the resolution of concrete tasks. The latter
enables the resolution of more complex operational/technical tasks. At SQF level 6 the individual is
capable of identifying own learning needs and transferring knowledge in a work setting.
Comparison of the descriptors of SQF level 7 and the EHEA first cycle
Correspondence between the descriptors is apparent in the possession of advanced
technical/theoretical and practical knowledge in a given field, supported by a broad theoretical and
methodological basis. The latter enables the resolution of complex operational/technical tasks which
include the application of methodological tools. The individual is also capable of devising and
sustaining arguments within specific work settings related to the field of education and training. The
individual recognises own learning needs and takes the initiative for own learning. At the same time
the SQF emphasises that this is the basis for original thinking/work and critical reflection, something
not contained in descriptors relating to the EHEA first cycle. From this point of view SQF level 7 is
more demanding.
Comparison of the descriptors of SQF level 8 and the EHEA second cycle
Correspondence between the descriptors is apparent in the possession of advanced theoretical,
methodological and analytical knowledge with elements of research. The latter enables the mastery
of complex work processes on the basis of creative solving of problems relating to the field of
education and training. The individual can carry out tasks independently and autonomously in mainly
atypical settings in broader or multidisciplinary contexts. The individual demonstrates the ability to
take responsibility for own professional development. The SQF also emphasises at this level a
capacity for original thinking/work and critical reflection, something not mentioned in the EHEA
descriptors.
Comparison of the descriptors of SQF level 9 and the EHEA third cycle
Correspondence between the descriptors is apparent in advanced theoretical, methodological and
analytical knowledge serving as the basis for original research/artistic work. Characterised by
autonomous performance of tasks in atypical settings and broader or multidisciplinary contexts in
connection with basic and/or applied research/artistic work. The individual is also capable of complex
37
original thinking/work, critical reflection and taking responsibility for the development of the
discipline. The descriptors at SQF level 9 do however rank lower than the EHEA third-cycle
descriptors from the point of view of mastery of the skills and methods of research and capacity for
original research that merits national or international publication.
Comparison of the descriptors of SQF level 10 and the EHEA third cycle
Correspondence between the descriptors is apparent in advanced knowledge serving as the basis for
autonomous, original research/artistic work or the development of the discipline at the highest level,
which is connected with scholarly, professional or artistic recognition both nationally and
internationally. The individual is capable of planning, managing and carrying out work of the highest
level of complexity, including research projects/artistic projects. The individual is capable of critical
reflection, advanced abstract thinking and synthesising new and complex ideas. At the same time the
individual shows an ability to transfer knowledge via critical dialogue between a professional
discipline and an academic discipline, and a capacity for responsible evaluation of the consequences
of the application of new knowledge in different contexts.
38
6. ANNEX
6.1.
ANNEX 1
DESCRIPTIONS OF TYPES OF QUALIFICATIONS WITH EXAMPLES OF
DESCRIPTIONS OF TITLES OF QUALIFICATIONS
6.1.1. INCOMPLETE ELEMENTARY EDUCATION
QUALIFICATION
(document)
INCOMPLETE ELEMENTARY EDUCATION
(confirmation of completion of obligatory schooling)
Type of
education
Duration
Elementary school education
Admission
requirements
Type of
institution
Learning
outcomes (SQF
levels)
Assessment and
completion
9 years and
Successful completion of 7 or 8 years of nine-year elementary school (or at
least 4 years of eight-year elementary school)
The child's sixth birthday must fall in the calendar year in which the child is
enrolled at school.
Deferment by one year is possible in special cases.
Elementary school
Education centres for children with special needs
Adult education centre
(home education possible)
Knowledge: 1-2
Skills: 1-2
Competences: 1-2
The level of learning outcomes depends on the individual student but in order
to obtain the document it may not be lower than level 1.
System of assessment:
In the first triad (years 1–3) of elementary school, students' knowledge is
assessed using descriptive assessments. In the second triad (years 4–6) and
third triad (years 7–9) of elementary school, students' knowledge is assessed
using numerical grades.
National assessment
At the end of the second and third triads, students' knowledge is tested by
means of national assessment, which is designed to verify the standards of
knowledge set out in the curriculum. The results of national assessment serve
as additional information on students' knowledge.
At the end of the second triad, national assessment is voluntary for students;
testing covers the mother tongue (Slovene, Hungarian, Italian), mathematics
and a foreign language. At the end of the third triad assessment is compulsory
for all students; testing covers the mother tongue (Slovene, Hungarian,
Italian), mathematics and a third subject.
39
Transitions
Progression:
Students in the first and second triads do not repeat years. Third-triad
students progress to the next year if they achieve a positive assessment in all
subjects at the end of the academic year.
Condition for obtaining certificate:
Elementary schools issue certificates to students at the end of each year. The
certificate is a public document.
Elementary schools issue school leaving certificates to students who complete
elementary education. The elementary school leaving certificate contains the
student's year 9 grades and the student's results from national assessment at
the end of the third triad.
Successful completion of at least year 7 of nine-year elementary school (or at
least year 6 of eight-year elementary school) enables the students to enrol in
lower vocational education. (SQF, level 3)
40
Learning outcomes
Title of qualification: ELEMENTARY EDUCATION
Name of education programme: ELEMENTARY SCHOOL PROGRAMME
The student:
Knowledge
Skills
Acquires elementary general knowledge in the following fields: Slovene
(Hungarian, Italian) language; mathematics; foreign language; biology;
chemistry; physics; history; geography; citizenship and ethics; art; music;
sport; technology; home economics.




Competences



harmoniously develops his/her cognitive, emotional, physical, spiritual,
social, artistic powers and potential;
develops literacy and skills for understanding, communication and
expression in the Slovene language (in areas with national minorities also
in Italian or Hungarian);
develops literacy and general knowledge in the fields of written texts,
science/technology, mathematics, information technology, social sciences
and art;
develops the ability to communicate in foreign languages.
develops capacity for further educational and vocational development
with an emphasis on competences for lifelong learning;
is educated for sustainable development and active participation in
democratic society, which includes self-knowledge and a responsible
attitude towards the self, own health, other people, own and other
cultures, the natural and social environment, future generations;
develops a spirit of enterprise, innovation, creativity.
41
6.1.2. ELEMENTARY EDUCATION WITH LOWER EDUCATIONAL CRITERIA
QUALIFICATION
(document)
ELEMENTARY EDUCATION WITH LOWER EDUCATIONAL CRITERIA
(elementary school leaving certificate)
Type of
education
Duration
Adapted programme with lower educational criteria.
Admission
requirements
Type of
institution
Enrolment in a special programme is on the basis of a placement decision
Learning
outcomes (SQF
levels)
Assessment and
completion
Transitions
9 years
Elementary school (with special departments or units with adapted
programme)
Elementary schools with adapted programme
Education centres for children with special needs
(home education possible)
Knowledge: 1
Skills: 1
Competences: 1
System of assessment:
In the first triad (years 1–3) and second triad (years 4–6), students' knowledge
is assessed using descriptive assessments, and in the third triad (years 7–9)
using numerical grades.
National assessment:
At the end of the second and third triads, students' knowledge is tested by
means of national assessment, which is designed to verify the standards of
knowledge set out in the curriculum. Testing is voluntary.
The results of national assessment serve as additional information on
students' knowledge.
Progression:
Students in the first and second triads do not repeat years. Third-triad
students progress to the next year if they achieve a positive assessment in all
subjects at the end of the academic year.
Condition for obtaining certificate:
Elementary schools issue certificates to students at the end of each year.
Elementary schools issue school leaving certificates to students who complete
elementary education.
The school leaving certificate of a student who completes an adapted
education programme with lower educational criteria contains the student's
year 9 grades.
If the student passes over to the elementary school education programme for
individual subjects, this is stated in the school leaving certificate
lower vocational education (SQF, level 3)
42
Learning outcomes
Title of qualification: ELEMENTARY EDUCATION WITH LOWER EDUCATIONAL CRITERIA
Name of education programme: ELEMENTARY SCHOOL PROGRAMME
The student:
Knowledge
Skills
Acquires elementary general knowledge in the following fields: Slovene
(Hungarian, Italian) language; mathematics; foreign language; biology;
chemistry; physics; history; geography; citizenship and ethics; art; music;
sport; technology; home economics.




Competences



harmoniously develops his/her cognitive, emotional, physical, spiritual,
social, artistic powers and potential;
develops literacy and skills for understanding, communication and
expression in the Slovene language (in areas with national minorities also
in Italian or Hungarian);
develops literacy and general knowledge in the fields of written texts,
science/technology, mathematics, information technology, social sciences
and art;
develops the ability to communicate in foreign languages.
develops capacity for further educational and vocational development
with an emphasis on competences for lifelong learning;
is educated for sustainable development and active participation in
democratic society, which includes self-knowledge and a responsible
attitude towards the self, own health, other people, own and other
cultures, the natural and social environment, future generations;
develops a spirit of enterprise, innovation, creativity.
43
6.1.3. ELEMENTARY EDUCATION
QUALIFICATION
(document)
ELEMENTARY EDUCATION
(elementary school leaving certificate)
Type of
education
Duration
Admission
requirements
Elementary school education
Providers
Learning
outcomes (SQF
levels)
Assessment and
completion
Transitions
9 years or 8 years (eight-year elementary school)
The child's sixth birthday must fall in the calendar year in which the child is
enrolled at school.
Deferment by one year is possible in special cases.
Elementary school
Education centres for children with special needs21
Adult education centre
(home education possible)
Knowledge: 2
Skills: 2
Competences: 2
System of assessment:
In the first triad (years 1–3) of elementary school, students' knowledge is
assessed using descriptive assessments. In the second triad (years 4–6) and
third triad (years 7–9) of elementary school, students' knowledge is assessed
using numerical grades.
National assessment
At the end of the second and third triads, students' knowledge is tested by
means of national assessment, which is designed to verify the standards of
knowledge set out in the curriculum. The results of national assessment serve
as additional information on students' knowledge.
At the end of the second triad, national assessment is voluntary for students;
testing covers the mother tongue (Slovene, Hungarian, Italian), mathematics
and a foreign language. At the end of the third triad assessment is compulsory
for all students; testing covers the mother tongue (Slovene, Hungarian,
Italian), mathematics and a third subject.
Progression:
Students in the first and second triads do not repeat years. Third-triad
students progress to the next year if they achieve a positive assessment in all
subjects at the end of the academic year.
Condition for obtaining certificate:
Elementary schools issue certificates to students at the end of each year. The
certificate is a public document.
Elementary schools issue school leaving certificates to students who complete
elementary education. The elementary school leaving certificate contains the
student's year 9 grades and the student's results from national assessment at
the end of the third triad.
lower vocational education (SQF, level 3), secondary vocational education
(SQF, level 4), technical and general secondary education (SQF, level 5)
21
Programmes are adapted in terms of content and method of work but are equal in terms of educational
standard.
44
Learning outcomes
Title of qualification: ELEMENTARY EDUCATION
Name of education programme: ELEMENTARY SCHOOL PROGRAMME
The student:
Knowledge
Acquires elementary general knowledge in the following fields: Slovene
(Hungarian, Italian) language; mathematics; foreign language; biology;
chemistry; physics; history; geography; citizenship and ethics; art; music;
sport; technology; home economics.
Skills




harmoniously develops his/her cognitive, emotional, physical, spiritual,
social, artistic powers and potential;
develops literacy and skills for understanding, communication and
expression in the Slovene language (in areas with national minorities also
in Italian or Hungarian);
develops literacy and general knowledge in the fields of written texts,
science/technology, mathematics, information technology, social sciences
and art;
develops the ability to communicate in foreign languages.
Competences



develops capacity for further educational and vocational development
with an emphasis on competences for lifelong learning;
is educated for sustainable development and active participation in
democratic society, which includes self-knowledge and a responsible
attitude towards the self, own health, other people, own and other
cultures, the natural and social environment, future generations;
develops a spirit of enterprise, innovation, creativity.
45
6.1.4. LOWER VOCATIONAL EDUCATION
QUALIFICATION
(document)
LOWER VOCATIONAL EDUCATION
(final examination certificate)
Type of
education
Duration
Lower vocational education
Admission
requirements
Elementary education or
SQF level 1
Providers

Learning
outcomes (SQF
levels)
2–3 years, 120 credits
Vocational schools (also in combination with employers and/or an intercompany training centre)
 Education centres for children and adolescents with special needs
(providing programmes adapted to the special needs of students)
 Adult education centres
Knowledge: level 2, partly 3
Skills: level 3
Competences: level 3
Assessment and
completion
System of assessment:
Students' knowledge is assessed using numerical grades or descriptive
assessments. Knowledge is assessed using grades from 1 to 5 as follows:
inadequate (1), adequate (2), good (3), very good (4) and excellent (5).
Numerical grades from 2 to 5 and the descriptive assessment 'pass' are
positive assessments.
Only positive assessments are used for participants in adult education.
Progression:
Students can progress to a higher year if at the end of the academic year they
achieve a positive assessment in all subjects and modules relating to the year
and have met other requirements (with regard to the programme and the
school's operational curriculum).
Condition for obtaining certificate:
In order to complete education and obtain an educational qualification,
students must achieve positive assessments in all the requirements defined by
the programme. They must also pass a final examination.
The final examination consists of an examination in the Slovene language and
the preparation of a product or service with an oral defence.
Transitions
Access to secondary vocational education (SQF, level 4).
46
Example of qualification
Title of qualification: CONSTRUCTION TECHNOLOGY ASSISTANT
Name of education programme: CONSTRUCTION TECHNOLOGY ASSISTANT
Knowledge
Skills
Competences
1. Repetition and supplementing of basic general knowledge
(level 2 in italics, level 3 underlined):
 The catalogue of knowledge for Slovene is a supplement to the Slovene
syllabus in elementary school, with an emphasis on the application of
knowledge in working life.
 Science lessons provide students with basic knowledge, ...
 Science provides students with basic environmental knowledge and an
understanding of life ... It is designed to enable education along the
education vertical, i.e. a transition to secondary vocational education.
 Mathematics lessons are adapted to the type of students and designed to
compensate for students' difficulties and provide knowledge ... Gives
students the opportunity to consolidate basic mathematical knowledge
from elementary school, while building on mathematical knowledge from
elementary school is only offered in those fields of mathematics that are
important for the understanding of an occupational field or general events
in society.
2. Vocational knowledge
The learner:
 knows (within the occupational field): rules, elements, concepts,
terminology, activity, principles of operation, organisation, etc.
 explains functions, implementation of work processes,
 studies instructions, work processes,
 differentiates materials, products, methods of implementation etc.
 makes, erects, disassembles, cleans and stores simple formwork for
concrete, reinforced concrete and brick elements,
 participates in carpentry work and the protection of wooden structures,
 carries out simple ceramics work,
 operates light construction machinery in a plant and on-site,
 builds using all types of bricks and blocks,
 makes plaster, etc.
 plans, prepares, implements and checks own work,
 communicates with co-workers, supervisors and clients,
 checks own work on an ongoing basis and eliminates mistakes,
 justifies the organisation and implementation of work carried out,
 develops learning abilities,
 protects health and the environment ...
47
6.1.5. SECONDARY VOCATIONAL EDUCATION
QUALIFICATION
(document)
SECONDARY VOCATIONAL EDUCATION
(final examination certificate)
Type of
education
Duration
Secondary vocational education
Admission
requirements
Providers
elementary education or lower vocational education.
Learning
outcomes (SQF
levels)
Assessment and
completion
Transitions
3–4 years, 180 credits
- Vocational schools (also in combination with employers and/or an interenterprise education centre).
- Education centres for children and adolescents with special needs (providing
programmes adapted to the special needs of students)
- Adult education centres
Knowledge: level 4
Skills: level 4
Competences: level 4
System of assessment:
Students' vocational abilities and skills and the fulfilment of conditions to
obtain credits in accordance with the education programme are established
through testing and assessment. Assessment also takes into account nonformally acquired knowledge that can be adequately demonstrated. Students
are assessed using grades from 5 (excellent) to 1 (inadequate).
Progression:
Students progress to the next year if at the end of the academic year they
achieve a positive assessment in all subjects or modules and have met other
requirements defined by the education programme. Exceptionally, students
can progress to a higher year even without achieving a positive assessment in
all subjects or modules.
Final examination:
The educational programme concludes with a final examination to test
knowledge relevant for life and work, further education and vocational and
personal development. The final examination may be sat by anyone who has
successfully concluded the final year of the education programme or obtained
the prescribed number of credits and met other requirements defined by the
education programme.
Condition for obtaining certificate:
Passing the final examination.
Rights to further education:
Secondary technical and vocational education; master craftsman's
examination, foreman's examination and managerial examination (SQF level 5)
48
Example of qualification:
Title of qualification: VEHICLE MECHANIC
Name of education programme: VEHICLE MECHANIC
Learning outcomes
The learner
Knowledge
-
-
-
Skills
-
-
Has studied a foreign language to level A2 of the Common European
Framework of Reference for Languages.
Knows the forms, causes and areas of threats to the environment and
modes of responsible management of the environment in Slovenia and
around the world.
Is mathematically literate.
Knows the basic laws of physics, chemistry and biology and methods of
studying natural phenomena and processes.
Is able to understand, analyse and produce written and oral texts of a
factual nature.
Understands art as a field of various genres and its importance for a
cultural and creative orientation and for activity in a work context and in
private and social life.
Knows and understands the general principles (laws) of mechanical
engineering.
Has acquired basic knowledge of pneumatics and hydraulics, electrical
engineering and electronics.
Knows the parts, assemblies, devices and systems of motor vehicles and
the relevant functions, materials and principles of operation.
Is familiar with the mechanics and technology of motor vehicles and
rolling stock.
Has knowledge of measurement and control procedures.
Is familiar with the properties, structure and use of metallic and nonmetallic materials.
Is capable of preparing and carrying out a rational operation on a vehicle.
Is capable of evaluating and selecting the most economical way to
eliminate a defect in a vehicle in accordance with the customer's
expectations, safety regulations and environmental regulations.
Maintains and services electrical and electronic systems.
Plans and carries out inspections of and repairs to the engine, brakes,
steering and electrical systems on a vehicle.
Is able to diagnose, adjust, maintain and repair parts, assemblies, devices
and systems of motor vehicles.
Is capable of handling machinery and other devices correctly and is
familiar with measures to reduce harmful impacts on the environment.
Has a good command of various manual and mechanical processes for
cutting, shaping and joining metallic and non-metallic materials.
49
-
-
Competences
-
Is able to use and draw simple mechanical drawings, assembly drawings
of small assemblies and diagrams in accordance with standardisation.
Is capable of autonomous use of information and communication
technology from his/her field of work.
Has a good command of measuring and control procedures and is able to
use measuring and control devices, tools and machines (including
computer-controlled devices).
Develops general physical fitness, flexibility, strength, coordination,
speed, balance and precision.
Is capable of acting responsibly and honestly in the working environment.
Acts responsibly with regard to the protection of the environment,
ensuring own safety and workplace safety.
Is capable of working in groups and teams and taking part in projects.
Is able to apply knowledge and skills in new, predictable situations.
Develops the basics of business skills (cost control and calculations).
Develops a positive attitude towards artistic and cultural heritage.
Develops capacity for lifelong learning.
50
6.1.6. SECONDARY TECHNICAL EDUCATION
QUALIFICATION
(document)
Type of
education
Duration
Admission
requirements
Providers
Learning
outcomes (SQF
levels)
Assessment and
completion
Transitions
SECONDARY TECHNICAL EDUCATION
(vocational matura certificate)
Secondary technical education
4–5 years, 240–300 credits
Completed elementary or lower vocational education
- Secondary technical and vocational schools in conjunction with an employer
if the education programme specifies practical training through work.
- Education centres for children and adolescents with special needs (providing
programmes adapted to the special needs of students).
- Adult education centres
Knowledge: level 5
Skills: level 5
Competences: level 5
System of assessment:
Students' vocational abilities and skills and the fulfilment of conditions to
obtain credits in accordance with the education programme are established
through testing and assessment. Assessment also takes into account nonformally acquired knowledge that can be adequately demonstrated. Students
are assessed using grades from 5 (excellent) to 1 (inadequate).
Progression:
Students progress to the next year if at the end of the academic year they
achieve a positive assessment in all subjects or modules and have met other
requirements defined by the education programme.
Matura examination:
Education programmes end with the vocational matura. The vocational
matura tests students' knowledge in accordance with the objectives defined
by education programmes. Candidates' success in the vocational matura is
assessed using: a) points and b) assessments, which can be grades from 1 to 5
or point scores from 1 to 8. Candidates must achieve a positive score in all
subjects in order to pass the vocational matura.
Condition for obtaining certificate:
Passing the vocational matura examination
Matura/vocational course, higher vocational education (SQF level 6),
professional higher education (SQF level 7) and academic higher education
(SQF level 7)
51
Example of qualification:
Title of qualification: ENVIRONMENTAL TECHNICIAN
Name of education programme: ENVIRONMENTAL TECHNICIAN
Learning outcomes
The learner
-
Knowledge
-
-
-
-
-
Skills
-
Has studied a foreign language to level B1 of the Common European
Framework of Reference for Languages.
Has a good command of standard literary Slovene and uses it consciously
in written texts; in given communicative circumstances is able to
distinguish between the appropriate use of standard or non-standard
language.
Is able to use mathematical terminology and symbols and write down and
solve mathematical problems systematically, accurately and
autonomously.
Is familiar with scientific terminology and is accustomed to using it to
describe chemical phenomena and processes.
Has a comprehensive understanding of concepts, facts and laws from the
field of biology and develops a sense of responsibility for life in
accordance with them.
Is familiar with the main concepts, theories and laws of physics and the
importance of experiment.
Is familiar with geographical processes and phenomena and their
interrelation in specific landscapes, around the world and in Slovenia.
Understands the characteristics of various social sciences (and
humanities) disciplines as forms of human awareness and activity.
Understands basic sociological concepts and theoretical approaches.
Is able to follow instructions for handling hazardous substances.
Is familiar with technical documentation.
Is familiar with standards, technical regulations and other provisions in
the field of technical protection of the environment, safety at work and
fire safety.
Possesses basic knowledge of ecology.
Possesses basic knowledge important for understanding the organisation
of work and business.
Is familiar with the components of the pedosphere and sources of soil
degradation and understands the consequences.
Is able to solve technical problems using mathematical methods and is
capable of producing analyses and graphs.
Develops the ability to understand and communicate in Slovene and a
foreign language.
Uses specialist literature, technical and technological documentation and
standards.
Analyses the activity of nature, of the environment and recognises the
impacts of human activity on the environment.
Is familiar with environmental protection legislation and implements it
52
-
-
Competences
-
-
within the context of his/her competences.
Manages environmental protection technologies.
Uses modern information and communication technologies.
Evaluates economic activities from the point of view of protection of the
environment and proposes possible solutions.
Develops general physical fitness, flexibility, strength, coordination,
speed, balance and precision.
Implements measures for safety at work and fire safety.
Plans and organises waste management systems, manages the
component parts of landfill and selects procedures to remediate old
impacts.
Monitors and maintains water supply systems and the operation of the
waste water drainage system.
Carries out basic laboratory tests in the field of the discharge and
treatment of waste water.
Samples soil for the needs of laboratory analysis.
Develops capacity for lifelong learning.
Ensures personal development for successful participation in society.
Develops capacity for autonomous critical judgement and responsible
conduct.
Develops a sense of responsibility towards the natural environment and
own health.
Develops awareness and a positive attitude towards measures to reduce
pollution and improve protection of the environment and for the rational
use of energy and materials.
Develops project work and teamwork skills.
Develops innovative and creative thinking.
Develops elements of business communication.
53
6.1.7. MASTER CRAFTSMAN
QUALIFICATION
(document)
MASTER CRAFTSMAN
(Master craftsman's examination certificate)
Learning
outcomes (SQF
levels)
Knowledge: 5
Skills: 5-6
Competences: 6
Admission
requirements
Fulfilment of one of the following conditions:
 The candidate has obtained secondary vocational education (any
specialisation) and has at least three years' experience in the field in
which he/she wishes to sit the master craftsman's examination.
 The candidate has obtained secondary technical education (any
specialisation) and has at least two years' experience in the field in
which he/she wishes to sit the master craftsman's examination.
 The candidate has obtained a post-secondary vocational or
professional higher education qualification (any specialisation) and
has at least one year's experience in the field in which he/she
wishes to sit the master craftsman's examination.
Assessment
The candidate sits a master craftsman's examination, which consists of
four units:
 a practical unit
 a specialised theoretical unit
 a business and economics unit
 a teaching/instruction unit
Candidates who pass all four units of the examination obtain the master
craftsman's qualification.
Providers
Chamber of Crafts and Small Business of Slovenia
Assessors:
Members of examination boards for each examination unit separately;
appointed by the minister responsible for education; the appointment
may be renewed every 4 years
54
Title of qualification: SERVICE MANAGER
Title of occupational standard: service manager
Name of occupation: Worker specialised in the practical training of apprentices
The learner:

Knowledge






















Skills




is able to analyse the examination catalogue and translate it into learning
situations
is able to set global and operational teaching goals as per SMART
is familiar with educational objectives and current pedagogical guidelines
is familiar with all types of inventory and the use of the same
knows the rules of preparing place settings for full meals and other meals
knows the basic rules of arranging tables and rooms depending on the
type and purpose of meals
knows the relevant terminology
is familiar with the preparation and technology of preparation of dishes
knows the rules of compiling and writing menus
knows the rules of recommending beverages for individual types of dishes
and full meals
has a good knowledge of dishes and beverages
has a good command of the basics of etiquette and protocol and observes
them when working with guests
is able to apply knowledge of the psychology of guests
is familiar with types and characteristics of wines and is able to distinguish
them
knows the principles of matching wine to dishes
is familiar with the quality of Slovenian wines and wines from other wineproducing countries
is able to determine the position of a small company, product, service with
regard to other providers
is familiar with marketing communication methods and knows the
importance of promotion
is familiar with sales modes and methods, is familiar with methods of
distribution and the setting up of sales networks
knows the rules of protection of the personal data of students and their
parents
is familiar with different styles of leadership and is able to select the style
most appropriate to a given situation
is familiar with quality control standards and methods
knows the rules of the profession and ethical and aesthetic standards
uses computer equipment and software
has an excellent command of all work processes in food/drinks service and
applies them, has a good command of the aesthetics of the job
is able to recommend and serve wines using the appropriate techniques of
presenting, opening and pouring individual types of wine
knows how to prepare and serve mixed bar drinks, is familiar with and
knows how to serve all other beverages
55







Competences








is capable of organising and managing the preparation and
implementation of a catering service
is capable of organising and managing the preparation and
implementation of various events
is able to keep the books for natural persons and legal entities
can plan in-house practical training (contents, methods, didactic approach,
techniques) and implement it
collaborates in the preparation of tenders and is able to produce a written
tender for the organisation
is able to identify deficiencies, breakdowns of machines, tools and
installations and notify the appropriate services
is able to prepare a business plan and analyse the results of work
plans, prepares and controls own work and the work of the group
organises, leads and supervises the work of serving staff
makes rational use of energy, material and time
ensures safety at work and observes environmental protection principles
is able to communicate with guests and business partners in up to two
foreign languages
develops entrepreneurial characteristics, skills, attitude
controls and ensures quality, helps increase productivity and economy of
operation, optimises labour costs and looks after promotion
plans in-house practical training (content, methods, didactic approach and
techniques) and implements it
56
6.1.8. SECONDARY GENERAL EDUCATION
QUALIFICATION
(document)
SECONDARY GENERAL EDUCATION
(general matura certificate)
Type of
education
Duration
General education
Admission
requirements
Type of
institution
Learning
outcomes (SQF
levels)
Completed elementary education
Assessment and
completion
System of assessment:
Students' attainment of the standards of knowledge defined by catalogues is
established through testing and assessment. Students are assessed using
grades from 5 (excellent) to 1 (inadequate).
Progression:
Students progress to the next year if at the end of the academic year they
achieve a positive assessment in all subjects.
Matura examination:
The matura examination is taken following the successful completion of the
fourth year gimnazija or after completion of a matura course. Candidates'
success in the general matura is assessed using: a) points, b) percentages, c)
grades from 1 to 5 or point scores from 1 to 8. Candidates must achieve a
positive score in all subjects in order to pass the general matura. The school
issues successful candidates a general matura certificate and an attestation of
success in the general matura examination.
Condition for obtaining certificate:
Passing the matura examination.
matura/vocational course programmes (SQF level 5), higher vocational
education (SQF level 6), professional higher education (SQF level 7), academic
higher education (SQF level 7)
Transitions
4 years, 240 credits
Gimnazija
Knowledge: level 5
Skills: level 5
Competences: level 5
57
Example of qualification
Title: SECONDARY GENERAL EDUCATION
Name of education programme: GIMNAZIJA
Learning outcomes
The learner
Knowledge
-










Skills

-
Acquires knowledge necessary for further education at the higher
education level.
Acquires essential knowledge in a wide range of science, technology and
arts disciplines: mathematics, Slovene, physics, chemistry, biology,
geography, history, philosophy, psychology, foreign language,
information technology and other (depending on the school profile or the
choice of the student). Among other things:
is familiar with modern scientific concepts, understands the
interdependence of phenomena, elements,
knows the rules of standard literary Slovene,
has studied a foreign language to level B2 of the Common European
Framework of Reference for Languages,
is familiar with scientific language, has a good command of physical units
for important physical quantities, is able to discuss own experiments and
illustrate them with graphs, tables and mathematical expressions,
has a comprehensive understanding of biological concepts and the
connections between them, natural processes and the use of chemical
methods in nature study,
understands the most important factors, phenomena and processes of
natural geography and social geography,
can think in geographical terms about landscapes and people (describe a
selected landscape and locate its position and role at the national,
international and global level),
is familiar with historical phenomena and processes from the perspective
of the period in which they occurred and from the perspective of the
present day,
is familiar with ways of life and scientific achievements and their
influence on economic processes, social relations and the environment in
different historical periods,
knows fundamental concepts and laws in psychology, philosophy and
sociology,
has a rational and critical understanding of sport as a social phenomenon.
Practices cognitive skills such as observation, acquisition of knowledge,
comparison, forming logical conclusions, generalisation.
Develops abilities to apply simple research methods to obtain, arrange,
interpret and communicate scientific or technical information.
Is capable of producing effective, intelligible and linguistically correct oral
and written texts in the appropriate register in his/her mother tongue.
Develops multilingual capacity.
Applies knowledge in the resolution of problems in connection with the
sustainable
58
-
Competences
-
use of natural resources, preservation of biodiversity and a high-quality
environment.
Uses digital technology to develop own knowledge and articulate it.
Learns reflection on knowledge and values, identifies and develops
problems.
Develops sensitivity to artistic experience and expression.
Develops motor and functional skills.
Develops a capacity for autonomous critical judgement and responsible
conduct.
Develops complex lifelong learning capacity.
Develops skills in interpersonal relations and learns effective
communication, cooperation and quality and responsible relations.
Develops responsibility for the natural environment and own health.
Develops capacity for innovation.
59
6.1.9. HIGHER VOCATIONAL EDUCATION
QUALIFICATION
(document)
HIGHER VOCATIONAL EDUCATION22
(diploma of higher vocational education)
Type of
education
Duration
Higher vocational education
Admission
requirements
– general or vocational matura
– master craftsman's, foreman's or managerial examination, three years' work
experience and a test of knowledge of general education subjects at the level
required for the vocational matura in secondary technical education.
Higher vocational school in cooperation with employers providing practical
training.
Knowledge: level 6
Skills: level 6
Competences: level 6
Providers
Learning
outcomes (SQF
levels)
Assessment and
completion
Transitions
22
2 years, 120 credits
System of assessment:
Students' knowledge is assessed by means of practical exercises and seminar
papers, and also via products, projects, performances, services and otherwise,
and by examinations. Examination performance is scored as follows: 10
(excellent); 9 (very good: above-average knowledge but with some mistakes);
8 (very good: of results); 7 (good); 6 (adequate: knowledge satisfies minimum
criteria); 5–1 (inadequate). In order to pass the examination, the candidate
must achieve a grade between adequate (6) and excellent (10).
Progression:
Students progress to the second year if at the end of the academic year they
have met all requirements defined by the study programme.
Condition for obtaining certificate:
A diploma is issued to students who meet all the obligations under the postsecondary study programme and pass the diploma examination (diploma
thesis and oral defence).
Rights to further education:
first-cycle study programmes (SQF, level 7)
After 1996
60
Example of qualification:
Title of qualification: ECONOMIST
Name of education programme: ECONOMIST
Learning outcomes
The learner
Knowledge
-
-
Skills
-
-
Competences
-
Possesses knowledge in the field of commercial and financial operations,
accounting, organisation of business and technological processes.
Possesses technical knowledge in the fields of banking, insurance,
business logistics, postal services and property services.
Is able to use a foreign language in an international business context and
to monitor developments in other countries.
Understands legislation, regulations, documentation and procedures
from the field of economics.
Is familiar with the basics of financial operations, marketing management
and elements of the marketing mix, and the basic requirements of
environmental protection, ergonomics and safety at work.
Can recognise and define phenomena relating to economic policy and
conditions in international business.
Is capable of managing, planning, organising and supervising business
processes in small and medium-sized enterprises.
Is able to manage information effectively and link information science to
business functions.
Can use applications and databases to work effectively with clients and
plan and implement business solutions.
Is able to organise, prepare and control the logistical processes and
development strategies of enterprises.
Can analyse statistical data for the needs of the market, economy of
operation and the marketing of services, business processes.
Is capable of autonomous professional work for the developmental and
operational management of companies, the introduction and realisation
of an internal enterprise culture, the formulation and realisation of
developmental ideas, enterprise planning and property services.
Can operate effectively using modern information and communication
technologies and basic mathematical/statistical methods.
Develops a moral and ethical sense for honesty, accuracy and
conscientiousness at work.
Develops the confidence and ability to take business decisions in his/her
own field of expertise.
Assumes responsibility for self-directed learning and lifelong learning,
ensuring quality at work and encouraging knowledge transfer.
Develops the ability to work in a group or team and communicate
efficiently and effectively with colleagues and business partners.
61
6.1.10. PROFESSIONAL AND ACADEMIC HIGHER EDUCATION
QUALIFICATION
(document)
PROFESSIONAL AND ACADEMIC HIGHER EDUCATION23
(diploma awarded on completion of a university study programme)
Type of
education
Duration
Professional and academic higher education
Admission
requirements
Providers
Matura,
vocational matura with additional examination,
school-leaving examination before 1 June 1995,
higher vocational education according to criteria for transitions.
Universities, faculties, academies of art, professional colleges.
Learning
outcomes (SQF
levels)
Knowledge: level 7
Skills: level 7
Competences: level 7
Assessment and
completion
System of assessment:
Examination performance is scored as follows: 10 (excellent); 9 (very good:
above-average knowledge but with some mistakes); 8 (very good: of results); 7
(good); 6 (adequate: knowledge satisfies minimum criteria); 5–1 (inadequate).
In order to pass the examination, the candidate must achieve a grade between
adequate (6) and excellent (10).
Progression:
Students may enrol in a higher year if by the end of the academic year they
have met all requirements defined by the study programme for enrolment in a
higher year.
Diploma thesis:
The study programme may provide that the student shall submit a diploma
thesis on conclusion of studies. The diploma thesis may be in the form of a
written thesis or other product, performance, presentation, etc. The diploma
thesis must be the result of the autonomous work of the candidate. The
diploma thesis may be accepted and marked after the student has met the
other study obligations prescribed by the study programme.
Condition for obtaining certificate:
A diploma is issued to students who meet all the obligations under the
programme.
Rights to further education:
second-cycle master's study programme (SQF, level 8).
Transitions
23
3 to 4 years, 180 to 240 credits
Since 2004, first Bologna cycle.
62
Example of qualification:
Title of qualification: DIPLOMIRANI/A INŽENIR/KA GRADBENIŠTVA
Name of the study programme:
FIRST-CYCLE STUDY PROGRAMME IN CONSTRUCTION
Learning outcomes
The learner
Knowledge
-
Skills
-
-
Competences
-
-
Is able to observe the principles of safety, functionality, economics and
environmental protection in his/her work.
Has a good command of the basic theoretical knowledge essential for the
technical field of construction.
Has a good command of basic specialist knowledge from the field of
construction and essential complementary disciplines (geology,
surveying, organisation of work, information technology).
Is capable of technical communication and written expression including
the use of a foreign language in a technical context.
Is capable of using information and communication technology.
Is capable of applying knowledge to the autonomous solution of technical
problems in construction.
Is capable of continuing studies in the second cycle.
Is capable of carrying out less demanding works autonomously and
resolving individual well-defined tasks in construction in the field of the
planning and implementation of works, spatial planning, laboratory
testing of construction materials, etc.
Is capable of interdisciplinary connection of different fields.
Is capable of defining, understanding and creatively addressing
professional challenges.
Develops the ability to find resources, evaluate information critically,
autonomously build on knowledge acquired and further knowledge of
individual specialist areas of construction.
Develops a capacity for critical, analytical and synthetic thinking.
Develops professional responsibility and ethics.
Develops teamwork in a wider professional team under the leadership of
a project manager.
Develops lifelong learning.
Develops capacity to acquire new skills autonomously.
63
6.1.11. MAGISTERIJ
QUALIFICATION
(document)
Type of
education
Duration
MAGISTERIJ / 2nd BOLOGNA CYCLE
(diploma o strokovnem magisteriju)
Master's degree
1 to 2 years (60 to 120 credits).
Providers
In the case of combined first and second cycle: matura, vocational matura
with additional examination, school-leaving examination before 1 June 1995;
otherwise: a completed first-cycle study programme
Universities, faculties, academies of art, professional colleges.
Learning
outcomes (SQF
levels)
Knowledge: level 8
Skills: level 8
Competences: level 8
Assessment and
completion
System of assessment:
Examination performance is scored as follows: 10 (excellent); 9 (very good:
above-average knowledge but with some mistakes); 8 (very good: of results); 7
(good); 6 (adequate: knowledge satisfies minimum criteria); 5–1 (inadequate).
In order to pass the examination, the candidate must achieve a grade between
adequate (6) and excellent (10).
Progression:
Students may enrol in a higher year if by the end of the academic year they
have met all requirements defined by the study programme for enrolment in a
higher year.
Condition for obtaining document:
Master's students must submit a master's thesis at the end of their studies if
so provided by the study programme. This thesis must demonstrate that the
candidate has mastered the field to which the thesis relates and methods of
scholarly research and development work.
Rights to further education:
third-cycle doctoral study programmes (SQF, level 10)
Admission
requirements
Transitions
64
Example of qualification:
Title of qualification: MAGISTER/CA OBRAMBOSLOVJA
Name of the study programme: SECOND-CYCLE STUDY PROGRAMME IN DEFENCE STUDIES
Learning outcomes
The learner
Knowledge
-
-
Skills
-
Competences
-
Possesses knowledge from the environment of defence studies.
Possesses knowledge of the national security system of Slovenia and
international security policy and military policy organisations at the level
of analysis, leadership, management, consulting and decision-making.
Possesses knowledge of the principal characteristics of modern security
integrations.
Possesses knowledge of various aspects of threat, methods of resolving
disputes, strategic thinking and warfare skills.
Possesses knowledge of the functioning of international security
organisations and security policies.
Is capable of working autonomously and analytically.
Is able to analyse social phenomena.
Is able to advise on various trends in society, development, and
management in the field of national and international security.
Is capable of applying methodological tools (use of various research
methods and techniques).
Is capable of strategic orientation in the field of defence studies
(planning, valuation, anticipating developments, etc.).
Is capable of written expression, public presentation and debate, spoken
expression and presenting an argument.
Is able to select methods and modes of work in accordance with the
standards of the discipline.
Is capable of negotiation, argument and formulating negotiating
positions.
Can advise, manage and lead the defence studies sphere.
Is able to research problems of national and international security.
Develops the ability to work in a team and a group.
Develops the ability to manage formal and informal relations.
Develops capacity to adapt as part of change management.
Develops creativity, initiative and capacity for autonomous decisionmaking
Develops advisory/leadership qualities.
Develops capacity for strategic thinking.
65
6.1.12. ACADEMIC HIGHER EDUCATION
QUALIFICATION
(document)
ACADEMIC HIGHER EDUCATION24
(diploma awarded on completion of a university study programme )
Type of
education
Duration
Academic higher education.
Admission
requirements
- Matura,
- vocational matura with additional examination,
- school-leaving examination before 1 June 1995.
Providers
Universities, faculties, academies of art.
Learning
outcomes (SQF
levels)
Knowledge: level 8
Skills: level 8
Competences: level 8
Assessment and
completion
System of assessment:
Examination performance is scored as follows: excellent (10), very good (9 and
8), good (7), adequate (6) and inadequate (1 to 5). In order to pass the
examination, the candidate must obtain a grade between adequate (6) and
excellent (10).
Progression:
Students may enrol in a higher year if by the end of the academic year they
have met all requirements defined by the study programme for enrolment in a
higher year.
Diploma thesis:
The study programme may provide that the student shall submit a diploma
thesis on conclusion of studies. The diploma thesis may be in the form of a
written thesis or other product, performance, presentation, etc. The diploma
thesis may be accepted and marked after the student has met the other study
obligations prescribed by the study programme.
Condition for obtaining document:
A diploma is issued to students who meet all the obligations under the
programme and pass the diploma examination.
Rights to further education:
third-cycle doctoral study programmes (SQF, level 10)
Transitions
24
4 to 6 years
After 1993 and before 2004
66
Example of qualification:
Title of qualification: UNIVERZITETNI/A DIPLOMIRANI/A INŽENIR/KA RAČUNALNIŠTVA IN
MATEMATIKE
Name of the study programme:
UNIVERZITETNI INTERDISCIPLINARNI ŠTUDIJ RAČUNALNIŠTVA IN MATEMATIKE
(ACADEMIC INTERDISCIPLINARY STUDY OF COMPUTER SCIENCE AND MATHEMATICS)
Learning outcomes
The learner
Knowledge
-
-
Skills
-
-
Competences
-
Possesses knowledge of the theoretical basis of computer science,
discrete mathematics and computer mathematics, and broad knowledge
of the basics of information technology and computer science.
Possesses knowledge of direct mathematics (logic, combinatorics, graph
theory), probability and statistics, cryptography and coding theory,
numerical methods and other computing-related mathematical contents.
Is capable of research, innovation and the development of new
knowledge from the specialist sphere of computer science and computer
mathematics.
Is capable of transferring and applying theoretical knowledge into
practice and problem-solving.
Is able to develop information technologies.
Is able to use new technologies.
Is capable of research in the field of mathematics and computer science.
Is capable of interdisciplinary cooperation.
Is able to communicate with colleagues and experts from related
disciplines.
Is able to keep abreast of theoretical and specialist literature in his/her
own field.
Develops capacity for lifelong learning and acquisition of new knowledge.
Develops capacity to adapt to rapid changes in the discipline.
Develops capacity for autonomous specialist work and work in an
(international) group.
Develops professional ethical responsibility.
Develops the ability to work in a group.
67
6.1.13. MAGISTERIJ ZNANOSTI/UMETNOSTI
QUALIFICATION
(document)
MAGISTERIJ ZNANOSTI/UMETNOSTI25
(diploma o magisteriju znanosti)
Type of
education
Duration
Master's degree
Admission
requirements
An academic degree and fulfilment of other conditions; in some cases a
professional degree and fulfilment of other conditions.
Providers
Universities, faculties, academies of art, professional colleges.
Learning
outcomes (SQF
levels)
Knowledge: level 9
Skills: level 9
Competences: level 9
Assessment and
completion
System of assessment:
Examination performance is scored as follows: 10 (excellent); 9 (very good:
above-average knowledge but with some mistakes); 8 (very good: of results); 7
(good); 6 (adequate: knowledge satisfies minimum criteria); 5–1 (inadequate).
In order to pass the examination, the candidate must achieve a grade between
adequate (6) and excellent (10).
Progression:
Students may enrol in a higher year if by the end of the academic year they
have met all requirements defined by the study programme for enrolment in a
higher year.
Condition for obtaining document:
Master's students must submit a master's thesis at the end of their studies.
This thesis must demonstrate that the candidate has mastered the field to
which the thesis relates and methods of scholarly research. A master's thesis
may also be the result of the work of several candidates or a research group; if
so, the contributions of individual candidates must be clear.
Transitions
Rights to further education:
third-cycle doctoral study programmes (SQF, level 10)
25
2 to 3 years, 120 credits
Before 2004
68
Example of qualification:
Title of qualification: MAGISTER/ICA ZNANOSTI
Name of the study programme: MASTER'S STUDIES IN EDUCATION SCIENCE
Learning outcomes
The learner
-
Knowledge
-
Skills
-
Competences
-
-
Possesses advanced knowledge of the common theoretical and
methodological bases of educational science (pedagogy and andragogy).
Possesses broad and advanced knowledge of individual disciplines of
educational science.
Understands the phenomenology of the school, education, teaching and
learning.
Possesses knowledge of the methodology of scholarly research.
Is capable of resolving problems through the application of scholarly
methods.
Is capable of expressing methodological knowledge.
Is capable of original applications of research procedures, strategies,
methods and techniques.
Is capable of more global interpretations of phenomena in education
science.
Is capable of independent theoretical, empirical and developmental
research of education in school-based and non-school-based forms.
Is able to keep abreast of and develop theoretical and specialist literature
in his/her own field.
Develops capacity to lead innovation projects and also research projects.
Develops capacity for autonomous specialist work and work in an
(international) group.
Is able to communicate with colleagues and experts in multidisciplinary
contexts.
Develops professional ethical responsibility.
Develops capacity for own professional development and the
development of the discipline.
69
6.1.14. DOKTORAT ZNANOSTI
QUALIFICATION
(document)
Type of
education
Duration
DOKTORAT ZNANOSTI (former)26
(doctoral diploma)
Doctorate
Admission
requirements
Academic degree, master's degree, specialisation following academic degree
(before 2004)
universities, faculties and academies of art.
Knowledge: level 10
Skills: level 10
Competences: level 10
Providers
Learning
outcomes (SQF
levels)
Assessment and
completion
Transitions
4 years
System of assessment:
Examination performance is scored as follows: 10 (excellent); 9 (very good:
above-average knowledge but with some mistakes); 8 (very good: of results); 7
(good); 6 (adequate: knowledge satisfies minimum criteria); 5–1 (inadequate).
In order to pass the examination, the candidate must achieve a grade between
adequate (6) and excellent (10).
Progression:
Students may enrol in a higher year if by the end of the academic year they
have met all requirements defined by the study programme for enrolment in a
higher year.
Condition for obtaining document:
Doctoral candidates must submit a doctoral thesis at the end of their studies.
This thesis must demonstrate that the candidate has mastered the field to
which the thesis relates and methods of scholarly research. A doctoral thesis
may also be the result of the work of several candidates or a research group; if
so, the contributions of individual candidates must be clear.
/
26
Before 2004. This includes postgraduate programmes leading to the title of Doktorat znanosti under the
Higher Education Act (Ur. l. RS 67/93, 99/99, 64/01, 100/03); postgraduate programmes leading to the title of
Doktorat znanosti under the Directed Education Act (Ur. l. RS 11/80, 6/83, 25/89 and 35/89); studies leading to
the title of Doktorat znanosti under the Higher Education Act (Ur. l. SRS 13/75); Doktorat znanosti under the
Higher Education Act (Ur. l. SRS 9/69); Doktorat znanosti under the Higher Education Act (Ur. l. SRS 14/65);
Doktorat znanosti under the Higher Education in the PRS Act (Ur. l. LRS 39/60).
70
Example of qualification:
Title of qualification: DOKTOR/ICA ZNANOSTI
Name of the study programme: doctoral studies in psychology
Learning outcomes
The learner
-
Knowledge
-
Skills
-
Competences
-
-
Possesses knowledge of the methodology of scholarly research in his/her
field.
Possesses specific specialist and theoretical knowledge important for the
development of the discipline.
Is capable of autonomous theoretical, empirical and developmental
research in the field of psychological science.
Is capable of resolving concrete problems autonomously and as part of a
team.
Is capable of leading research projects
Is capable of generating new knowledge for the resolution of the most
complex professional and academic problems
Develops capacity for independent and critical thought. Develops a correct
and critical attitude in evaluating the achievements of others and the
results of own work.
Develops research ethics and acts in accordance with them.
71
6.1.15. DOKTORAT ZNANOSTI
QUALIFICATION
(document)
Type of
education
Duration
Admission
requirements
Providers
Learning
outcomes (SQF
levels)
Assessment and
completion
Transitions
DOKTORAT ZNANOSTI27
(doctoral diploma)
Doctorate
3 years, 180 credits
Academic degree, master's degree, specialisation following academic degree,
specialisation following professional degree (before 2004);
master's degree (field)
universities, faculties and academies of art.
Knowledge: level 10
Skills: level 10
Competences: level 10
System of assessment:
Examination performance is scored as follows: 10 (excellent); 9 (very good:
above-average knowledge but with some mistakes); 8 (very good: of results); 7
(good); 6 (adequate: knowledge satisfies minimum criteria); 5–1 (inadequate).
In order to pass the examination, the candidate must achieve a grade between
adequate (6) and excellent (10).
Progression:
Students may enrol in a higher year if by the end of the academic year they
have met all requirements defined by the study programme for enrolment in a
higher year.
Condition for obtaining document:
Doctoral candidates must submit a doctoral thesis at the end of their studies.
This thesis must demonstrate that the candidate has mastered the field to
which the thesis relates and methods of scholarly research. A doctoral thesis
may also be the result of the work of several candidates or a research group; if
so, the contributions of individual candidates must be clear.
/
27
After 2004. This includes doctoral study programmes (third cycle) under the Higher Education Act (Ur. l. RS
100/04).
72
Example of qualification:
Title of qualification: DOKTOR/ICA ZNANOSTI
Name of the study programme: Doctoral programme in electrical engineering
Learning outcomes
The learner
-
Knowledge
-
Skills
-
Competences
-
Possesses knowledge for autonomous creative scholarly research and
development work in his/her own field
Is familiar with the scientific method of thinking
Is capable of autonomous creative scholarly research and development
work in the field of electrical engineering and beyond.
Is capable of following and correctly evaluating the latest achievements in
the wider field of electrical engineering.
Is capable of teamwork and interdisciplinary connection.
Is capable of active technical communication in written and oral form.
Develops professional, environmental and social responsibility.
Develops communications skills, the ability to report on research
achievements, and the transfer of knowledge at home and abroad.
Develops a correct and critical attitude in evaluating the achievements of
others and the results of own work.
Develops skills in applying/transferring new knowledge to the business
enterprise environment.
73
6.1.16. NATIONAL VOCATIONAL QUALIFICATION, LEVEL 3
QUALIFICATION
(document)
NATIONAL VOCATIONAL QUALIFICATION, LEVEL 3
(vocational qualification certificate)
Admission
requirements
Defined in the catalogue of standards of vocational knowledge and skills
Learning
outcomes (SQF
levels)
Knowledge (vocational): 3
Skills: 3
Competences: 3
Assessment and
completion
System of assessment:
Assessment of the fulfilment of conditions to obtain a national
vocational qualification takes place in accordance with the catalogue of
standards of vocational knowledge and skills, which also defines testing
criteria and criteria for assessing elements of the work process.
Assessors:
Testing and assessment is carried out by committees for the verification
and validation of national vocational qualifications, which are appointed
by the competent institution in accordance with regulations governing
national vocational qualifications. Committee members must hold a
licence from the National Examination Centre.
Condition for obtaining a public document:
A national vocational qualification certificate is obtained by a person
who meets the conditions set out in regulations governing national
vocational qualifications and demonstrates the attainment of the
knowledge, skills and competences defined in the catalogue of
standards of vocational knowledge and skills.
Providers of procedures for identifying and validating national
vocational qualifications are entered in a register of providers, which is
kept in the appropriate collection of the National Vocational
Qualifications Information Centre. Providers are: vocational schools,
enterprises, inter-enterprise education centres, adult education
centres, chambers of commerce.
Providers
74
Example of qualification:
Title of occupational standard: biomedical laboratory assistant
Name of occupation: biomedical laboratory assistant
Admission requirement: elementary education
The candidate:
Vocational knowledge

Knowledge
Skills










Competences





is familiar with concepts from the field of general microbiology,
immunology, epidemiology and prophylaxis
knows the basic techniques of laboratory work in a chemistry laboratory
is familiar with methods of maintenance of laboratory equipment
is familiar with the composition and functioning of laboratory equipment
is familiar with cleaning agents
has a command of basic technical terminology in Slovene and English
uses modern information and communication technology
carries out cleaning and sterilisation
assembles and sorts materials
carries out preventive maintenance of apparatus, utensils and other
equipment
keeps the prescribed documentary records
plans and organises own work
ensures the quality and efficiency of own work in the working
environment in accordance with regulations and standards
makes rational use of energy, material and time
protects health and the environment
is able to communicate with co-workers
75
6.2.
ANNEX 2
DESCRIPTORS OF SQF LEVELS
Knowledge
Skills
Competences
Is the result of
learning and the
assimilation of
concepts, principles,
theories and
practices. Acquisition
of knowledge takes
place in various
settings: in the
educational process,
at work and in the
context of private
and social life.
In the context of the national
qualifications framework, skills are
described as cognitive (e.g. the use of
logical, intuitive and creative
thinking) and/or practical (e.g.
manual, creative skills, use of
materials, tools and instruments).
Relate to the ability to use and
integrate knowledge and skills in
educational, professional and
personal situations. Competences
are classified in terms of complexity,
autonomy and responsibility. We
distinguish between generic and
vocationally specific competences.
Level 1
Elementary general
knowledge enabling
further systematic
learning.
Ability to operate in a specifically
defined and highly structured
setting.
Level 2
Basic general and
applied knowledge
covering
understanding of the
main social and
natural concepts,
processes and laws;
serves as the basis
for further learning
and social
participation.
Predominantly
practical, life- and
vocationally relevant
knowledge with
some theoretical
basis, acquired
primarily through the
study of examples,
imitation and
practice in the
context of a specific
discipline.
Basic literacy and the ability to learn
information and concepts. Practical
skills required to carry out simple,
repetitive tasks or a short sequence
of simple tasks.
Basic literacy and practical skills
including the use of basic tools,
methods and materials. Ability to
carry out simple, repetitive tasks
consisting of a small number of
operations.
Basic literacy and practical skills
including the use of appropriate
tools, methods and materials.
Application of known solutions to
resolve predictable problems on a
limited scale. Ability to carry out
transparent and standardised tasks.
Ability to acquire new knowledge
and skills in a structured context
with appropriate guidance. Ability
to operate with limited autonomy in
a predictable and structured context
on the basis of simple verbal or
written instructions. Taking a
limited degree of responsibility.
Level 3
Ability to operate with limited
autonomy on the basis of verbal or
written instructions and to acquire
new knowledge and skills in a
predictable and structured setting.
Taking a limited degree of
responsibility.
76
Level 4
Level 5
Level 6
Knowledge
Predominantly
vocational
knowledge
supplemented by
knowledge of
theoretical principles,
particularly those
from the relevant
discipline. The study
of examples and the
integration and
application of
knowledge take
precedence over the
principles of
systematic scientific
organisation.
General and/or
specialised
knowledge acquired
through knowledge
of different academic
and/or professional
fields and theoretical
principles.
Represents a basis
for further learning
and slightly more
advanced
understanding of the
discipline. Learning
primarily takes place
through analytical
thinking.
Technical and
theoretical
knowledge in a
specific field and
practical knowledge
for the resolution of
concrete tasks.
Knowledge enables
the resolution of
more complex tasks
in specific fields of
the discipline.
Skills
Application of knowledge to resolve
various tasks and problems, including
less typical situations. Wide-ranging
and specialised skills in relation to
the area of operation, including the
use of appropriate tools, methods,
different technological procedures
and materials. Ability to carry out
relatively transparent, less
standardised tasks.
Competences
Ability to operate in a familiar and
less familiar setting with a greater
degree of responsibility and
autonomy. Taking responsibility for
characteristics and quality of
products/services connected with
work tasks or processes. Taking
responsibility for own learning.
Acquisition of new knowledge and
skills in a supervised environment.
This level is characterised by a
certain entrepreneurial orientation
and the ability to organise and work
in teams.
Wide-ranging skills in relation to the
area of operation, may also be
specialised, including the use of
appropriate tools, methods, different
technological procedures, materials
and theories. Evaluation and use of
information to formulate decisions
and solutions to various problems or
atypical situations. Formulation of
solutions in connection with welldefined abstract problems. Ability to
carry out various, frequently nonstandardised tasks.
Ability to operate in diverse and
specific settings. Taking
responsibility for the characteristics
and quality of the work process and
results, showing autonomy and a
certain degree of initiative. Taking
responsibility and initiative for the
acquisition of new knowledge and
skills. This level is characterised by
an entrepreneurial orientation and
the ability to organise and work in
complex and heterogeneous teams.
Ability to carry out more complex
operational/technical tasks linked to
the preparation of works and control
and management of work processes.
Ability to carry out complex and
usually specialised tasks in relation to
the area of operation, including
abstract thought and the use of
appropriate tools, methods, different
technological procedures, materials
and theories.
Ability to operate in different and
specific settings with elements of
creativity. Autonomous activity
characterised by taking
responsibility for the work of
individuals and groups, material
sources and information. Ability to
make basic connections and place
issues in a general social context is
also important. Identification of
own learning needs and attention to
knowledge transfer in a work
setting.
77
Knowledge
Advanced
technical/theoretical
and practical
knowledge in a given
field, supported by a
broad theoretical and
methodological basis.
Skills
Ability to carry out complex
operational/technical tasks, including
the use of methodological tools.
Mastery of demanding and complex
work processes through autonomous
application of knowledge in new
work situations.
Ability to diagnose and resolve
problems in various specific work
settings linked to the education and
training domain.
A basis for original thinking/work and
critical reflection.
Level 8
Advanced
theoretical,
methodological and
analytical knowledge
with elements of
research serving as a
basis for highly
complex professional
work.
Mastery of highly demanding and
complex work processes and
methodological tools in specialised
fields. Planning and managing the
work process on the basis of creative
resolution of problems related to the
field of education and training.
Capacity for original thinking/work
and critical reflection.
Level 9
Advanced
theoretical,
methodological and
analytical knowledge
serving as the basis
for original
research/artistic
work leading to the
creation of new
knowledge/works.
Planning, managing and carrying out
works of the highest complexity,
including participation in research
projects/artistic projects of the
highest standard and resolving
theoretical and practical problems in
special work situations. Capacity for
complex original thinking/work and
critical reflection.
Level
10
Advanced knowledge
serving as the basis
for autonomous,
original
research/artistic
work or the
development of the
discipline at the
highest level, which
is connected with
scholarly,
professional or
artistic recognition
both nationally and
internationally.
Planning, managing and carrying out
works of the highest complexity,
including participation in research
projects/artistic projects, and
resolution of the most complex
theoretical and practical problems.
Capacity for critical reflection,
advanced abstract thinking and
synthesising new and complex ideas.
Level 7
Competences
Ability to operate in different
settings and functions and articulate
new knowledge. Taking
responsibility for defining and
achieving own work results and/or
work results of a heterogeneous
group in defined fields of work.
Ability to devise and sustain
arguments within specific work
settings related to the field of
education and training.
Identification of own learning
needs, ability to take the initiative
for own learning, ability to transfer
knowledge within a group.
Ability to carry out tasks
independently and autonomously in
mainly atypical settings in broader
or multidisciplinary contexts. Ability
to take responsibility for own
professional development and
instruct others. Taking responsibility
for decisions relating to activities,
processes and management of
complex and heterogeneous groups.
Ability to carry out tasks
autonomously in atypical settings
and broader or multidisciplinary
contexts in connection with basic
and/or applied research/artistic
work. Ability to take responsibility
for own professional development
and the development of the
discipline. Ability to independently,
professionally and ethically orient
own learning and learning of others
in different contexts.
Capacity for highly autonomous
work/creative work of the highest
standard, interpretation and the
ability to find answers to abstract
questions and questions of the
greatest complexity in a
professional, academic or artistic
field. Ability to transfer knowledge
via critical dialogue between a
professional discipline and an
academic discipline, and a capacity
for responsible evaluation of the
consequences of the application of
new knowledge in different
contexts.
78
7. REFERENCES
-
Linking the Qualifications and Credit Framework levels to the European Qualifications
Framework. Final Report to the England & Northern Ireland referencing group (2008). Stan
Lester Developments, Taunton for QCA and CCEA.
-
Mernagh, E. (2011). Differentiating between ‘competence’, ‘competences’, and
‘competency’. Working paper. Ljubljana: Center RS za poklicno izobraževanje.
-
Rules on granting diplomas and certificates Ur. l. RS 33/2008.
-
Rules on public documents in post secondary vocational education. Ur. l. RS 83/2008.
-
Rules on norms and standards for the implementation of education programmes for children
with special needs at elementary schools with adapted programme and education centres
for children with special needs. Ur. l. RS 59/2007.
-
Rules on forms of public documents in elementary education. Ur. l. RS 44/2008.
-
Rules on forms of public documents in secondary education. Ur. l. RS 44/2008.
-
Rules on the organisation and method of work of commissions for the placement of children
with special needs and on criteria for determining the type and degree of disadvantages,
impairments or disabilities of children with special needs. Ur. l. RS 54/2003.
-
Rules on the vocational matura. Ur. l. RS 44/2008.
-
Rules on testing and assessing the knowledge and progress of pupils in elementary schools.
Ur. l. RS 73/2008.
-
Rules on the general matura. Ur. l. RS 29/2008.
-
Referencing the Danish qualifications framework for LL to the European qualifications
Framework (2011). The Danish Evaluation Institute.
-
Referencing of the Irish National Framework of Qualifications (NFQ) to the European
Qualifications Framework for Lifelong Learning (EQF). National report. (2009). National
qualifications authority of Ireland.
-
Referencing of the national framework of French certification in the light of the European
framework of certification for lifelong learning (2010). French project working group.
-
Referencing of the Malta Qualifications Framework (MQF) to the European Qualifications
Framework (EQF) and the Qualifications Framework of the European Higher Education Area
(QF/EHEA) (2009). Ministry of Education, Culture, Youth and Sport.
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