AppSkil Project – 55471
Work package 3: Identification Of Sector Qualifications, Skill Needs And Mismatch
Task: 3.2 Identification Of Existing Qualifications And Their Link With EU Frameworks
Deliverable title: European Qualifications For Mobile Apps Creators
Level of distribution : Public
Authors : Conseil régional de la Formation, SWC, CIMEA and GFN
Final version : 30th September 2015
Project Number: 55471
ERASMUS+ - KA2
Project Number 5471
Dissemination Level: Public
Page | 1
ERASMUS+ KA2
Contributor(s)
Main Contributor
Contributors
Conseil régional de la Formation
SWC, CIMEA and GFN
Control Sheet
Version
Date
Modified By
Draft 0.1
7th July 2015
Julie Widart
Draft 0.2
13th July 2015
Julie Widart
Final
30th September 2015
Julie Widart
Project Number 5471
Page | 2
ERASMUS+ KA2
Table of Contents
Contents
1.
Introduction .......................................................................................................................................................................... 7
1.1.
Project Objectives ................................................................................................................................................ 7
1.2.
Roles and responsibilities of each partner ........................................................................................................ 8
2.
Methodology ......................................................................................................................................................................... 9
2.1.
Description of the used General methodology .................................................................................................. 9
2.1.1.
2.2.
Qualitative and quantitative analysis .................................................................................................... 9
Learning and qualifications in Europe............................................................................................................... 9
2.2.1.
Introduction: Europe’s strategy for 2020.............................................................................................. 9
2.2.2.
European Qualification Framework (EQF).......................................................................................... 10
2.2.3.
National Qualifications Framework ..................................................................................................... 14
2.2.4.
The European Credit Transfer and Accumulation System (ECTS) and the European Credit system
for Vocational Education and (ECVET) ........................................................................................................................ 17
2.2.5.
Europass ................................................................................................................................................ 20
2.2.6.
EQAVET .................................................................................................................................................. 21
2.2.7.
ESCO - European Skills/Competences, qualifications and Occupations ........................................... 21
2.2.8.
European Framework for ICT............................................................................................................... 22
3.
Empirical analysis by country ..................................................................................................................................... 23
3.1.
Belgium .............................................................................................................................................................. 23
3.1.1.
External factors influencing VET In Belgium .............................................................................................. 23
3.1.2.
The Structure of the School System ............................................................................................................. 24
3.1.3.
Summary of VET providers and programs .................................................................................................. 26
3.1.3.1.
Secondary education in the VET system .............................................................................................. 27
3.1.3.2.
VET in higher education.......................................................................................................................... 28
3.1.3.3.
Adult education and training ................................................................................................................. 28
3.1.3.4.
Apprenticeship and entrepreunarial training ..................................................................................... 29
3.1.3.5.
Other forms of training ........................................................................................................................... 30
3.1.4.
Transposition of European Qualification Framework ........................................................................... 31
3.1.4.1.
The French-speaking community .......................................................................................................... 31
3.1.4.2.
The Flanders-speaking community ....................................................................................................... 34
3.1.5.
Analysis of the database ............................................................................................................................. 39
Project Number 5471
Page | 3
ERASMUS+ KA2
3.1.5.1.
French speaking part of Belgium ........................................................................................................... 39
3.1.5.2.
Dutch speaking part of Belgium ............................................................................................................ 45
3.2.
France.................................................................................................................................................................. 49
3.2.1.
Institutional features ................................................................................................................................... 49
3.2.2.
The Structure of the School System .......................................................................................................... 51
3.2.2.1.
Initial vocational education and training ............................................................................................. 52
3.2.2.2.
Continuing education and training ....................................................................................................... 52
3.2.3.
NQF ................................................................................................................................................................. 53
3.2.3.1.
Level descriptors and learning outcomes ............................................................................................ 54
3.2.3.2.
Validation of non-formal and informal learning ................................................................................. 56
3.2.3.3.
Referencing to the EQF............................................................................................................................ 56
3.2.4.
Analysis of the database ............................................................................................................................. 57
3.2.5.
Qualitative and quantitative analysis ....................................................................................................... 57
3.3.
Germany ............................................................................................................................................................. 59
3.3.1.
Institutional features ................................................................................................................................... 59
3.3.2.
The structure of the school system ........................................................................................................... 60
3.3.3.
Transposition of the European legislation .............................................................................................. 62
3.3.3.1.
Level descriptors and learning outcomes ............................................................................................ 62
3.3.3.2.
Validating non-formal and informal learning and links to the NQF ................................................ 64
3.3.3.3.
Referencing to the EQF............................................................................................................................ 65
3.3.4.
Qualitative analysis ..................................................................................................................................... 66
3.3.5.
Quantitative analysis ................................................................................................................................... 68
3.4.
England & Northern Ireland ............................................................................................................................. 69
3.4.1.
Institutional features ................................................................................................................................... 69
3.4.2.
Structure of the School System .................................................................................................................. 69
3.4.3.
Transposition of European Qualifications ............................................................................................... 69
3.4.3.1.
Main policy objectives of the QCF and the FHEQ ................................................................................ 69
3.4.3.2.
Stakeholder involvement ........................................................................................................................ 71
3.4.3.3.
Framework implementation .................................................................................................................. 71
3.4.3.4.
Level descriptors and learning outcomes ............................................................................................ 72
3.4.3.5.
Validating non-formal and informal learning ..................................................................................... 72
3.4.3.6.
Referencing to the EQF............................................................................................................................ 73
Project Number 5471
Page | 4
ERASMUS+ KA2
3.4.4.
Quantitative and Qualitative analysis ....................................................................................................... 75
3.4.4.1.
Education Level 3 Diploma (QCF) ......................................................................................................... 75
3.4.4.2.
Education Level 4 Diploma in the field of ICT (QCF)......................................................................... 77
3.4.4.3.
Education Level 5 Diploma (QCF) ......................................................................................................... 78
3.5.
Italy ..................................................................................................................................................................... 79
3.5.1.
Institutional features ................................................................................................................................... 79
3.5.2.
The Structure of the School System .......................................................................................................... 80
3.5.2.1.
Initial vocational education and training ............................................................................................. 81
3.5.2.2.
Continuing education and training ....................................................................................................... 82
3.5.3.
Transposition of European legislation ..................................................................................................... 83
3.5.3.1.
Level descriptors and learning outcomes ............................................................................................ 83
3.5.3.2.
Referencing to the EQF............................................................................................................................ 85
3.5.4.
Qualitative analysis ..................................................................................................................................... 86
3.5.4.1.
Initial Vocational education and training (IVET) ............................................................................... 86
3.5.4.2.
Technical and Professional Education .................................................................................................. 86
3.5.4.3.
Post-secondary Vocational Qualification Courses .............................................................................. 86
3.5.4.4.
Education and higher technical education (IFTS) .............................................................................. 87
3.5.4.5.
Provincial centers for adult education (CPIA) .................................................................................... 90
3.5.5.
Quantitative analysis ................................................................................................................................... 91
3.5.5.1.
Initial Vocational Education Training ................................................................................................... 91
3.5.5.2.
Technical and Professional Education .................................................................................................. 91
3.5.5.3.
Education and higher technical education Post-secondary/ non-tertiary education .................. 94
3.5.5.4.
Provincial centers for adult education (CPIA) .................................................................................... 98
3.6.
Luxembourg ..................................................................................................................................................... 100
3.6.1.
Institutional features ................................................................................................................................. 100
3.6.2.
The Structure of the School System ........................................................................................................ 101
3.6.2.1.
Primary education ................................................................................................................................. 102
3.6.2.2.
Secondary education ............................................................................................................................. 102
3.6.2.3.
Higher education .................................................................................................................................... 104
3.6.2.4.
Continuing vocational training – training leading to diplomas ...................................................... 105
3.6.2.5.
Other forms of training ......................................................................................................................... 106
3.6.3.
Transposition of European legislation ................................................................................................... 107
Project Number 5471
Page | 5
ERASMUS+ KA2
3.6.3.1.
Framework implementation ................................................................................................................ 107
3.6.3.2.
Level descriptors and learning outcomes .......................................................................................... 108
3.6.3.3.
Validation of non-formal and informal learning ............................................................................... 108
3.6.3.4.
Referencing to the EQF.......................................................................................................................... 109
3.6.4.
Quantitative and qualitative analysis ..................................................................................................... 109
3.6.4.1.
Secondary Education ............................................................................................................................. 109
3.6.4.2.
Apprenticeship ....................................................................................................................................... 111
3.6.4.3.
Higher Technician Certificate : BTS .................................................................................................... 112
3.7.
Portugal ............................................................................................................................................................ 113
3.7.1.
Institutional features ................................................................................................................................. 113
3.7.2.
The Structure of the School System ........................................................................................................ 114
3.7.3.
Transposition of the European Qualification ........................................................................................ 115
3.7.3.1.
Stakeholder involvement and framework implementation ............................................................ 115
3.7.3.2.
Level descriptors and learning outcomes .......................................................................................... 116
3.7.4.
3.8.
Analysis of the database ........................................................................................................................... 117
Spain ................................................................................................................................................................. 118
3.8.1.
Institutional features ................................................................................................................................. 118
3.8.2.
The Structure of the School System ........................................................................................................ 119
3.8.3.
Transposition of European legislation ................................................................................................... 120
3.8.3.1.
Main policy objectives ........................................................................................................................... 120
3.8.3.2.
Level descriptors and learning outcomes .......................................................................................... 120
3.8.3.3.
Validating non-formal and informal learning and links to the NQF .............................................. 121
3.8.3.4.
Referencing to the EQF.......................................................................................................................... 122
3.8.4.
Analysis of the database ........................................................................................................................... 123
3.8.4.1.
4.
Qualitative and quantitative analysis ................................................................................................. 123
Conclusions ......................................................................................................................................................................124
4.1.
Programs dedicated to mobile apps developers ........................................................................................... 124
4.2.
Learning outcomes .......................................................................................................................................... 126
4.3.
Time to degrees ............................................................................................................................................... 126
Project Number 5471
Page | 6
ERASMUS+ KA2
1. Introduction
1.1. Project Objectives
This report takes place in the context of the Appskil project, co-funded by the European Commission,
which interconnects VET providers, sector representatives, and VET authorities to identify skills needs
and mismatches, develop and deliver an appropriate training programme connected with qualification
frameworks.
The AppSkil project will provide staff in ICT with needed mobile apps creation skills but in short supply,
enhancing personal development and job performance. Based on the learning outcomes approach, the
AppSkil VET programme will promote mutual trust and mobility. ICT enterprises will be able to identify
personnel with sector-specific skills and VET providers will benefit through the availability of a sectorspecific VET program ready to be integrated in NQFs, EQF.
This document has the aim to report the very beginning of the project and a specific task in the working
package 3 which entails to the identification of skill mismatch to be defined drawing first on EU Skills
Panorama and analyzing then the mobile app creation process.
In this WP3, the task 3.2 has particularly the aim to identify existing qualifications in some European
countries and their link with EU frameworks (ECVET, NQF, EQF, ESCO, e-skills framework). The aim of
this report is to provide an overview of the current diffusion of certifications in Europe in the field of
mobile apps and to take a snapshot of existing certifications and qualification programs.
This report gives some tracks to understanding certifications and qualification programs features and
to highlight the learning outcomes required in the field of the mobile app sector. This report gives an
overview of the relative analysis in comparison with the various diplomas and models of current
qualifications in various countries in the field of mobile applications, namely: Belgium, France, Spain,
Germany, Italy, Luxembourg, Northern-Ireland, Portugal and Spain.
More specifically, the study tries to answer the following questions:
 How many institutions supply certifications in Europe?
 How many and what kinds of certifications and qualification programs are available in Europe?
 On which learning outcomes are the current existing programs more focused on?
Project Number 5471
Page | 7
ERASMUS+ KA2
This report is divided in three main parts:
 The first chapter describes the general methodology of the analysis.
 The second one goes through the European framework and the definitions of its constitutive
elements.
 The third chapter develops the empirical analysis of European countries. After some general
words about the country, the structure of the school system and the transposition of European
frameworks, the different parts of this chapter go through an analysis of existing qualifications
in each European country and the link with EU frameworks.
 In conclusion, this report will try to highlight some elements necessary for realization of a
common training program in Europe.
1.2. Roles and responsibilities of each partner
In the context of WP3, the general leader is AICA but for each tasks, some leaders have been defined.
The Conseil regional de la Formation (CRF) has been the leader of the T3.2 and has the responsibility
to gather all the collected information about qualifications, to investigate their relation with the EU
frameworks and learning outcome approaches and has been responsible for the coordination of this
task.
Participating partners, SWC, CIMEA and GFN has been associated to this task in providing databases
identifying the available qualifications in mobile applications in their own country and in one another
country.
Project Number 5471
Page | 8
ERASMUS+ KA2
2.
Methodology
2.1.
Description of the used General methodology
In order to reach this goal, this study relies on a specific methodology. In order to collect information
about qualification in different European countries, each partner proceed either in collecting and
gathering existing databases about Appskil qualifications in their own or closed countries or in
researching these information with a documentary analysis.
The analysis focuses in particular on the following countries: Belgium, France, Germany, Italy,
Luxembourg, Northern Ireland and Spain.
Finally, this research results in a comparative method and presents comparative elements about
qualifications in the different European countries. This report focuses on qualifications related to
vocational trainings. It gives some keys to reading certifications and qualification programs features.
This picture can be useful for analysing the mismatch between the existing programs and the skill
mismatch.
2.1.1. Qualitative and quantitative analysis
The different databases about countries have been analyzed through a qualitative analysis.
The aim of this type of analysis is to focus on meanings rather than on quantifiable phenomena, i.e.
analyzing programs and content of some of the qualifications in each country.
2.2. Learning and qualifications in Europe
2.2.1. Introduction: Europe’s strategy for 2020
Teaching is in the middle of the EU's growth strategy an intelligent and durable growth – strategy
“Europe 2020” for the coming decade.
Europe’s strategy for 2020 is a route for smart, sustainable and inclusive economic growth through
knowledge and innovation, which sets an employment rate target of 75%. Concretely, the Union has set
five ambitious objectives - on employment, innovation, education, social inclusion and climate/energy
- to be reached by 2020. The success of this strategy depends on the skills of Europe’s workforce.
Enterprises need people with the skills required to compete and provide high-quality goods and
services. People need the right qualifications to find jobs. People with low levels of or no qualification
are nearly three times more likely to be unemployed than those with high qualifications.1
Within this framework, the construction of a European space cannot to conceive without a facilitation
of the mobility of the students, as well as a positive policy in matter of equivalences of diplomas. For the
1
http://www.cedefop.europa.eu/fr/about-cedefop
Project Number 5471
Page | 9
ERASMUS+ KA2
European labour market to work as intended – that is, for European citizens to be able to work in any
EU country – employers, schools and education authorities need to understand what qualifications from
other EU countries represent.
If the free movement of people in Europe is one of the most important goals of the EU, the understanding
and the recognition of diplomas and certificates issued in the different national education and training
systems of the Member States of the EU is a challenge.
The European Centre for the Development of Vocational Training (Cedefop) helps to achieve this mutual
understanding by contributing to the concept, design, development and implementation of common
European instruments and principles in education and training. These are designed to help people
progress through education and training at any age, to change career or move abroad for work or
further education. They are also expected to lead to greater consistency in employment, education and
training policy throughout Europe. In addition, ESCO, the classification of European
Skills/Competences, Qualifications and Occupations aims at providing a single language for all
jobseekers, employers and educators.2
Following Cedefop, common EU instruments and principles include:






The European Qualifications Framework (EQF);
The National Qualifications Framework (NQF);
The European Credit Transfer and Accumulation System (ECTS) and The European Credit
System for Vocational Education and Training (ECVET);
Europass;
European Quality Assurance in Vocational Education and Training (EQAVET);
Validation of non-formal and formal learning;
2.2.2. European Qualification Framework (EQF)
2.2.2.1.
General Description
The European Qualifications Framework (EQF) is a European-wide qualifications framework which
joins the qualifications of different EU members together. In a way, it is a translation of different national
qualifications which makes qualifications in different EU countries easier to understand. The EQF aims
to facilitate mobility of students and workers within the EU in order to encourage development mobile
and flexible workforce throughout Europe and to help develop lifelong learning.
The framework that was adopted by the Bologna Process covers three cycles of higher education
qualifications – 1st cycle which usually awards the Bachelor’s Degree, 2nd cycle awarding the Master’s
Degree and the 3rd cycle which awards the Doctoral Degree. The EQF, on the other hand, is designed as
a lifelong learning framework and as a result, it covers all qualifications including but not exclusively
academic ones like the Bologna Process.
2
http://www.cedefop.europa.eu/fr/about-cedefop
Project Number 5471
Page | 10
ERASMUS+ KA2
The core of the EQF are eight common European reference levels, which are described in learning
outcomes: knowledge, skills and competences. This makes it more understandable what a learner with
a qualification related to the EQF knows, understands and is able to do. This approach also make it
possible to compare qualifications awarded in all types of education, training and qualifications, from
school education to academic, professional and vocational at each of its levels.3
The most important principle of the EQF is the learning outcomes approach. The learning outcomes
approach shifts focus to what knowledge, skills and competences the learner has acquired by the end
of the learning process.
Implementing the EQF requires that all qualifications that are related to the EQF, via national
qualifications frameworks, are described in terms of learning outcomes. All participating countries are
voluntarily developing or implementing their own National Qualifications Frameworks (NQFs) based
on learning outcomes.
The Recommendation on the European Qualifications Framework for lifelong learning was adopted by
the European Parliament and the Council on 23 April 2008.4
Two main deadlines have been set for its implementation:
Countries were invited to:
 Refer their national qualifications systems to the EQF by 2010;
 Introduce a reference to the EQF levels in all new qualifications certificates and diplomas by
2012.
2.2.2.2.
Descriptors defining levels in the European 5
EQF Level
Level 1
Level 2
Knowledge
Skills
Competence
In the context of EQF, skills are
described as cognitive (involving
In the context of EQF, knowledge the use of logical, intuitive and
In the context of EQF, competence
is described as theoretical and/or creative thinking), and practical
is described in terms of
factual.
(involving manual dexterity and
responsibility and autonomy.
the use of methods, materials, tools
and instruments)
Basic skills required to carry out Work or study under direct
Basic general knowledge
simple tasks
supervision in a structured context
Basic cognitive and practical skills
Basic factual knowledge of a field of
Work or study under supervision
required
to
use
relevant
work or study
with some autonomy
information in order to carry out
3
http://www.cedefop.europa.eu/
http://www.cedefop.europa.eu/
5
http://ec.europa.eu
4
Project Number 5471
Page | 11
ERASMUS+ KA2
EQF Level
Level 3
Level 4
Level 5
Level 6
Level 7
Knowledge
Skills
Competence
In the context of EQF, skills are
described as cognitive (involving
In the context of EQF, knowledge the use of logical, intuitive and
In the context of EQF, competence
is described as theoretical and/or creative thinking), and practical
is described in terms of
factual.
(involving manual dexterity and
responsibility and autonomy.
the use of methods, materials, tools
and instruments)
tasks and to solve routine problems
using simple rules and tools
A range of cognitive and practical
Take responsibility for completion
Knowledge of facts, principles, skills required to accomplish tasks
of tasks in work or study; adapt own
processes and general concepts, in a and solve problems by selecting and
behaviour to circumstances in
field of work or study
applying basic methods, tools,
solving problems
materials and information
Exercise self-management within
the guidelines of work or study
contexts
that
are
usually
A range of cognitive and practical
Factual and theoretical knowledge
predictable, but are subject to
skills required to generate solutions
in broad contexts within a field of
change; supervise the routine work
to specific problems in a field of
work or study
of
others,
taking
some
work or study
responsibility for the evaluation
and improvement of work or study
activities
Exercise
management
and
Comprehensive, specialised, factual
A comprehensive range of cognitive supervision in contexts of work or
and theoretical knowledge within a
and practical skills required to
study activities where there is
field of work or study and an
develop creative solutions to unpredictable change; review and
awareness of the boundaries of that
abstract problems
develop performance of self and
knowledge
others
Manage complex technical or
professional activities or projects,
Advanced skills, demonstrating
Advanced knowledge of a field of
taking responsibility for decisionmastery and innovation, required to
work or study, involving a critical
making in unpredictable work or
solve complex and unpredictable
understanding of theories and
study contexts; take responsibility
problems in a specialised field of
principles
for
managing
professional
work or study
development of individuals and
groups
Highly specialised knowledge, some
Manage and transform work or
of which is at the forefront of
Specialised problem-solving skills study contexts that are complex,
knowledge in a field of work or
required in research and/or
unpredictable and require new
study, as the basis for original
innovation in order to develop new strategic
approaches;
take
thinking and/or research
knowledge and procedures and to responsibility for contributing to
Critical awareness of knowledge integrate knowledge from different professional
knowledge
and
issues in a field and at the interface fields
practice and/or for reviewing the
between different fields
strategic performance of teams
Project Number 5471
Page | 12
ERASMUS+ KA2
EQF Level
Level 8
Knowledge
Skills
Competence
In the context of EQF, skills are
described as cognitive (involving
In the context of EQF, knowledge the use of logical, intuitive and
In the context of EQF, competence
is described as theoretical and/or creative thinking), and practical
is described in terms of
factual.
(involving manual dexterity and
responsibility and autonomy.
the use of methods, materials, tools
and instruments)
Demonstrate substantial authority,
The most advanced and specialised
innovation, autonomy, scholarly
skills and techniques, including
and professional integrity and
Knowledge at the most advanced synthesis and evaluation, required
sustained commitment to the
frontier of a field of work or study to solve critical problems in
development of new ideas or
and at the interface between fields research and/or innovation and to
processes at the forefront of work
extend and redefine existing
or study contexts including
knowledge or professional practice
research
Compatibility with the Framework for Qualifications of the European Higher Education Area
The Framework for Qualifications of the European Higher Education Area provides descriptors for
cycles. Each cycle descriptor offers a generic statement of typical expectations of achievements and
abilities associated with qualifications that represent the end of that cycle.
1. The descriptor for the higher education short cycle (within or linked to the first cycle), developed
by the Joint Quality Initiative as part of the Bologna process, corresponds to the learning outcomes
for EQF level 5.
2. The descriptor for the first cycle in the Framework for Qualifications of the European Higher
Education Area corresponds to the learning outcomes for EQF level 6.
3. The descriptor for the second cycle in the Framework for Qualifications of the European Higher
Education Area corresponds to the learning outcomes for EQF level 7.
4. The descriptor for the third cycle in the Framework for Qualifications of the European Higher
Education Area corresponds to the learning outcomes for EQF level 8.
2.2.2.3.
EQF implementation in Europe6
The EQF has been the catalyst for development of comprehensive national qualification frameworks
based on learning outcomes. All countries committed to the EQF consider such national frameworks
necessary to make their qualifications comparable across sectors and countries.
By April 2015, 24 countries had linked (‘referenced’) their national qualifications levels to the EQF:
Austria, Belgium (Flemish and French communities), Bulgaria, Croatia, the Czech Republic, Denmark,
Estonia, France, Germany, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta,
6
http://www.cedefop.europa.eu/fr/events-and-projects/projects/european-qualifications-framework
Project Number 5471
Page | 13
ERASMUS+ KA2
Montenegro, the Netherlands, Norway, Poland, Portugal, Slovenia and the UK. The remaining countries
are expected to follow in 2015-16.
2.2.3. National Qualifications Framework
2.2.3.1.
Description of the NQF
National qualifications frameworks (NQFs) classify qualifications by level, based on learning outcomes.
This classification reflects the content and profile of qualifications - that is, what the holder of a
certificate or diploma is expected to know, understand, and be able to do. The learning outcomes
approach also ensures that education and training sub-systems are open to one another. Thus, it allows
people to move more easily between education and training institutions and sectors.
The design of NQFs rests on two key-principles:

NQFs are based on learning outcomes, specifying what learners are expected to know, to be able
to do and understand at the end of a learning sequence. This perspective replaces the traditional
focus on institutional origin and on the content and profile of qualifications.

European countries have overwhelmingly chosen to set up comprehensive frameworks,
covering all levels and types of qualifications. This allows a broader view and a focus on the
relationship between different qualifications.
2.2.3.2.
Global inventory of national and regional qualifications frameworks7
The 2015 edition of the Global Inventory of Regional and National Qualifications Frameworks (thematic
chapters and national case studies) was presented at the 5th Asia-Europe Education Ministers’ Meeting
(ASEM ME5) in Riga, Latvia, in April 2015. This Inventory provides a broad overview of the status and
scope of qualifications frameworks internationally as at the end of 2014. It includes the NQFs of eightysix countries and seven regional qualifications frameworks (RQFs). 8
Given the diversity of country contexts, it is remarkable how much consensus exists around the world
that qualifications frameworks based on learning outcomes are appropriate tools for the reform and
expansion of educational and training provision in ways that will raise skills levels, improve labour
market productivity and contribute to sustainable development.9
7
Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, Chapter 1
http://www.cedefop.europa.eu/fr/events-and-projects/projects/national-qualifications-frameworks
9
Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page 5.
8
Project Number 5471
Page | 14
ERASMUS+ KA2
Before 2005 national qualifications frameworks (NQF) had been set up in three European countries:
France, Ireland and the United Kingdom. By 2015, frameworks had been introduced in all thirty-eight
countries cooperating in the European Qualifications Framework.10
The following figures reflect the situation:

Thirty-four countries are working towards comprehensive NQFs covering all types and levels of
qualifications (compared with thirty in 2013).
In the United Kingdom (where education is devolved to the individual constituent countries), the
frameworks for Scotland and Wales are comprehensive. The Qualifications and Credit Framework
for England and Northern Ireland (QCF) includes only vocational/ professional qualifications.






Four countries have introduced partial NQFs covering a limited range of qualification types and
levels or consisting of separate frameworks operating apart from each other. This is exemplified by
the Czech Republic and Switzerland, where separate frameworks for vocational and higher
education (HE) qualifications have been developed; by France where only vocationally and
professionally oriented qualifications are included in the framework; and by Italy, where
frameworks are restricted to qualifications from HE.
Twenty-nine NQFs have been formally adopted (compared with twenty-four in 2013). Eighteen
countries have reached operational stage (compared with sixteen in 2013). In seven of these –
Belgium (Flanders), Denmark, France, Ireland, Malta, the Netherlands and the United Kingdom –
NQFs are fully operational (compared with five in 2013).
Thirty-two countries have proposed or adopted eightlevel frameworks (twenty-eight in 2013).
Twenty-seven countries have presented referencing reports 3 showing how their national
frameworks relate to the EQF.
Twenty-fourNQFs are self-certified against the Bologna framework, fifteen jointly with EQF
referencing.
Nine countries indicate EQF levels on certificates, diplomas or Europass documents (up from six in
2013).
By February 2015, twenty-four countries had referenced their national qualifications levels to the EQF:
Austria, Belgium (FL, FR), Bulgaria, Croatia, the Czech Republic, Denmark, Estonia, France, Germany,
Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Montenegro, the Netherlands,
Norway, Poland, Portugal, Slovenia and the United Kingdom. In addition, three countries, Cyprus,
Greece and Romania, were in dialogue with the EQF advisory group on the finalization of their reports.
The remaining countries are expected follow suit in the near future. It is worth noting that the number
of countries in EQF cooperation increased during 2014 from thirty-six to thirty-eight, 4 highlighting the
increasing relevance of the EQF.

10
The development of NQFs in Europe also reflects the Bologna process and the agreement to
implement qualifications frameworks in European higher education (QF-EHEA). Twenty-four
Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page 8.
Project Number 5471
Page | 15
ERASMUS+ KA2

countries have formally ‘self-certified’ their HE qualifications to the QF-EHEA. Countries are
increasingly combining referencing to the EQF with self-certification to the QF-EHEA. Austria,
Bulgaria, Croatia, Estonia, Hungary, Iceland, Latvia, Lithuania, Luxembourg, Malta, Montenegro,
Norway, Poland, Portugal and Slovenia have all produced joint reports on both processes, reflecting
the priority given to the development and adoption of comprehensive NQFs covering all levels and
types of qualification. It is expected that this approach will be chosen by most countries preparing
to reference to the EQF in 2015.
This development reflects the increasingly close cooperation between the two European framework
initiatives, which is also illustrated by regular meetings between EQF national coordination points
and Bologna framework coordinators.
2.2.3.3.
NQFs in Europe: common characteristics and challenges

NQFs have primarily been designed as comprehensive and to address all levels and types of
qualifications (vocational education and training [VET], HE and general education). The remaining
countries – the Czech Republic, France, Italy and Switzerland – have developed frameworks with a
limited scope, or have chosen to develop and implement separate frameworks for VET and HE. Some
countries, such as Germany and Austria, have agreed on comprehensive NQFs but are taking a stepby-step approach under which some qualifications (for example school, leaving certificates at upper
secondary level) have still to be included.11

The majority of countries have introduced eight-level frameworks. Three exceptions among the
recently developed frameworks are Norway and Iceland, both of which have seven levels, and
Slovenia, which uses tenlevels. The seven-level framework in Norway reflects the formal education
and training structure, which no qualifications are offered below NQF/EQF level 2. One of the
reasons that Slovenia chose to adopt ten levels was to better accommodate legacy awards such as
magister znanosti. The prevailing similarity of structure among the majority of countries
demonstrates that achieving international comparability of the NQF structure is a priority.12
All countries have level descriptors based on learning outcomes reflecting the EQF level descriptors
(knowledge, skills and competence). Evidence shows, however, that many countries combine this
with links to inputs, and emphasize that these two approaches are complementary rather than
mutually exclusive.13
Cedefop’s evidence (2015a) shows that the roles and functions of NQFs differ between countries
and sectors. They range from (a limited number of) frameworks with a regulatory function to (a
majority of) frameworks of a descriptive and classification character whose impact can only be an
indirect one.14


Furthermore, recent research on the shift to learning outcomes (Cedefop's, 2015b) shows that this
principle has been broadly accepted among European policy-makers, and that NQFs have contributed
to this shift. This research, building on similar work carried out in 2007 and 2008 (Cedefop, 2009),
11
Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page 8.
Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page 9.
13
Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page 9.
14
Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page 9.
12
Project Number 5471
Page | 16
ERASMUS+ KA2
demonstrates that the introduction of NQFs is the most important factor influencing policies in this
area. While the approach was previously taken forward in a fragmented way in separate institutions
and sub-systems, evidence shows that the emergence of comprehensive frameworks has made it
possible, to a certain degree, to approach the shift to learning outcomes in a more systematic and, to
some extent, more consistent way. In countries such as Belgium, Croatia, Greece, Iceland, Lithuania,
Norway and Poland, we can observe that the introduction of frameworks has led to the identification of
areas where learning outcomes have not previously been applied or where these have been used in an
inconsistent way, even within one education sector. The Norwegian NQF reported a lack of descriptions
and standards for advanced vocational training based on learning outcomes (Fagskole), resulting in
work to remedy this weakness.15
2.2.4. The European Credit Transfer and Accumulation System (ECTS) and the European Credit
system for Vocational Education and (ECVET)
The European Credit Transfer and Accumulation System (ECTS) is another tool of the European Higher
Education Area (EHEA) for making studies and courses more transparent and thus helping to enhance
the quality of higher education. ECTS was instituted in 1989, within the Erasmus programme, as a way
of transferring credits that students earned during their studies abroad into credits that counted
towards their degree, on their return to studying in their home institution.16 In the following years, it
came to be used not only for transferring credits, on the basis of workload and achieved learning
outcomes, but also for accumulating them in institutions’ degree programs .
The main elements related to ECTS are: 17




ECTS credits express the volume of learning based on the defined learning outcomes and their
associated workload. 60 ECTS credits are allocated to the learning outcomes and associated
workload of a full-time academic year or its equivalent, which normally comprises a number of
educational components to which credits (on the basis of the learning outcomes and workload)
are allocated. ECTS credits are generally expressed in whole numbers.
As statements of what the individual knows, understands and is able to do on completion of a
learning process, the learning outcomes are achieved through procedures based on clear and
transparent criteria. Learning outcomes are attributed to individual educational components
and to programs at a whole.
Workload is an estimation of the time the individual typically needs to complete all learning
activities such as lectures, seminars, projects, practical work, work placements and individual
study required to achieve the defined learning outcomes in formal learning environments.
The correspondence of the full-time workload of an academic year to 60 credits is often
formalized by national legal provisions. In most cases, workload ranges from 1,500 to 1,800
hours for an academic year, which means that one credit corresponds to 25 to 30 hours of work.
It should be recognised that this represents the typical workload and that for individual students
the actual time to achieve the learning outcomes will vary.
15
Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page 11.
ECTS Users’ Guide, 2015, page 8.
17
ECTS Users’ Guide, 2015, page 10.
16
Project Number 5471
Page | 17
ERASMUS+ KA2



Allocation of credits in ECTS is the process of assigning a number of credits to qualifications,
degree programs or single educational components. Credits are allocated to entire qualifications
or programs according to national legislation or practice, where appropriate, and with reference
to national and/or European qualifications frameworks. They are allocated to educational
components, such as course units, dissertations, work-based learning and work placements,
taking as a basis the allocation of 60 credits per full-time academic year, according to the
estimated workload required to achieve the defined learning outcomes for each component.
Awarding credits in ECTS is the act of formally granting students and other learners the credits
that are assigned to the qualification and/or its components if they achieve the defined learning
outcomes. National authorities should indicate which institutions have the right to award ECTS
credits. Credits are awarded to individual students after they have completed the required
learning activities and achieved the defined learning outcomes, as evidenced by appropriate
assessment. If students and other learners have achieved learning outcomes in other formal,
non-formal, or informal learning contexts or timeframes, credits may be awarded through
assessment and recognition of these learning outcomes.
Accumulation of credits in ECTS is the process of collecting credits awarded for achieving the
learning outcomes of educational components in formal contexts and for other learning
activities carried out in informal and non-formal contexts. A student can accumulate credits in
order to:
o obtain qualifications, as required by the degree-awarding institution;
o document personal achievements for lifelong learning purposes.
ECTS helps in the design, description and delivery of programs , makes it possible to integrate different
types of learning in a lifelong learning perspective, and facilitates the mobility of students by easing the
process of recognising qualifications and periods of study. ECTS can be applied to all programs ,
whatever the mode of delivery (classroom-based, work-based, distance learning) or the status of
students (full-time, part-time), and to all kinds of learning contexts (formal, non-formal and informal).
Above ECTS, the European Credit system for Vocational Education and Training (ECVET) is a common
methodological framework that facilitates the accumulation and transfer of learning credits from one
qualifications system to another. It aims to promote transnational mobility and access to lifelong
learning. It is not intended to replace national qualification systems, but to achieve better comparability
and compatibility among them. 18
Developed by Member States in cooperation with the European Commission in 2002 after the
Copenhagen Process emphasized the need for a credit transfer system for VET, ECVET has now been
adopted by the European Parliament and the Council on 18 June 2009. The adoption and
implementation of ECVET in the participating countries is voluntary. 19
ECVET’s purpose is to enable recognition of learners’ achievements during periods of mobility by
creating a structure, bringing a common language, and stimulating exchanges and mutual trust among
VET providers and competent institutions across Europe. In the context of international mobility but
18
19
http://www.ecvet-team.eu/fr/system/files/documents/2638/merkblatt-ecvet.pdf
Project Number 5471
Page | 18
ERASMUS+ KA2
also mobility within countries, ECVET aims to support recognition of learning outcomes without
extending learners’ education and training pathways.
The aim of the European Credit system for Vocational Education and Training (ECVET) is to:

Make it easier for people to get validation and recognition of work-related skills and knowledge
acquired in different systems and countries – so that they can count towards vocational
qualifications;

Make it more attractive to move between different countries and learning environments;

Increase the compatibility between the different vocational education and training (VET)
systems in place across Europe, and the qualifications they offer;

Increase the employability of VET graduates and the confidence of employers.
ECVET applies to all the experiences obtained in the several sectors of education and learning, these are
transferred, recognized and capitalized in order to obtain a certification. This initiative allows the
European citizens to obtain more easily the recognition of their trainings, skills and knowledge in
another Member States.
ECVET is based on20:

Learning outcomes, which are statements of knowledge, skills and competence that can be
achieved in a variety of learning contexts.

Units of learning outcomes that are components of qualifications. Units can be assessed,
validated and recognized.

ECVET points, which provide additional information about units and qualifications in a
numerical form.

Credit that is given for assessed and documented learning outcomes of a learner. Credit can be
transferred to other contexts and accumulated to achieve a qualification on the basis of the
qualifications standards and regulations existing in the participating countries.

Mutual trust and partnership among participating organisations. These are expressed in
Memoranda of Understanding and Learning Agreements.
The testing and implementation of ECVET has important complementarities with the following
European instruments:

20
The European Qualifications Framework (EQF) and ECVET share the same approach to learning
outcomes. EQF levels also provide a reference for ECVET.
http://www.ecvet-team.eu/fr/system/files/documents/2638/merkblatt-ecvet.pdf
Project Number 5471
Page | 19
ERASMUS+ KA2

The Europass documents, namely the Europass Certificate Supplement and Europass Mobility,
will integrate ECVET concepts to describe the qualifications and the achieved credit of each
single learner.

The European Quality Assurance Reference Framework will underpin the implementation of
ECVET.

European Credit Transfer and Accumulation System (ECTS) for higher education and ECVET will
be complementary.

The European principles for validation of non-formal and informal learning will benefit from the
introduction of ECVET as it will facilitate the validation of non-formal and informal learning in
view of achieving qualifications.
ECVET is intended to facilitate the transfer, accumulation and recognition of assessed learning
outcomes of individuals who are aiming to achieve a qualification in vocational education and training
(VET).21
ECTS and ECVET facilitates and supports students in shaping their own learning pathway through
accumulation of credits – whether within a certain institution, from institution to institution, from
country to country, and between different educational sub-systems and contexts of learning (i.e. formal,
non-formal and informal learning), and helping them to build on their individual learning styles and
experiences.
Like ECTS, ECVET is based on the notion of 60 credits, but the allocation of credits is a different one.
Often ECVET is used to record and accumulate assessed learning outcomes, without a conversion in
credit points. Therefore, instead of credit conversion, the recognition of learning from VET should be
based on learning outcomes.
Both the European Credit System for Vocational Education and Training (ECVET) and ECTS are
perceived to be relevant, since CPD may be located at any of the eight EQF levels. However, the interface
between the two systems is not yet sufficiently permeable and the different professions have differing
cultures and national sub-cultures. Discussion on relations between the European credit systems is ongoing and it is hoped, will lead to greater clarity on the use of credits for CPD. Meanwhile CPD providers
at levels five to eight of the EQF are encouraged to consider the appropriateness of ECTS credits for
purposes of transparency, recognition, accumulation and transfer.
2.2.5. Europass 22
Europass is a new initiative which aims to help people make their skills and qualifications clearly and
easily understood in Europe, thus facilitating the mobility of both learners and workers. The Europass
documents have been designed in such a way as to help people chronicle their skills and competences
21
22
http://ec.europa.eu/education/library/publications/2015/ects-users-guide_en.pdf
http://www.europass.ie/europass/what.html
Project Number 5471
Page | 20
ERASMUS+ KA2
in a coherent manner, whether they are planning to enroll in an education or training programme,
looking for a job, or getting experience abroad.
Europass consists of a portfolio of five documents as follows:
- Two documents freely accessible, completed by European citizens:

the Curriculum Vitae helps you present your skills and qualifications effectively and clearly. You
can create your CV online using tutorials or download the template, examples and instructions.

the Language Passport is a self-assessment tool for language skills and qualifications. You can
create your Language Passport online using tutorials or download the template, examples and
instructions.
- Three documents issued by education and training authorities:
the Europass Mobility records the knowledge and skills acquired in another European country;
he Certificate Supplement describes the knowledge and skills acquired by holders of vocational
education and training certificates;
the Diploma Supplement describes the knowledge and skills acquired by holders of higher education
degrees
2.2.6. EQAVET
EQAVET is a community of practice bringing together Member States, Social Partners and the European
Commission to promote European collaboration in developing and improving quality assurance in VET
by using the European Quality Assurance Reference Framework.
2.2.7. ESCO - European Skills/Competences, qualifications and Occupations
ESCO is also a Europe 2020 initiative. ESCO is the multilingual classification of European Skills,
Competences, Qualifications and Occupations. It identifies and categorises skills, competences,
qualifications and occupations relevant for the EU labour market and education and training, in 25
European languages. The system provides occupational profiles showing the relationships between
occupations, skills, competences and qualifications. ESCO has been developed in an open IT format, is
available for use free of charge by everyone and can be accessed through an online portal.23
The multilingual ESCO classification is:

Composed of three inter-related pillars covering occupations; skills/competences; and
qualifications;
23
Project Number 5471
Page | 21
ERASMUS+ KA2

Linked to relevant international classifications and frameworks, such as NACE, ISCO and EQF;

Available free of charge to all stakeholders through the ESCO portal.
2.2.8. European Framework for ICT
The European e-Competence Framework (e-CF) provides a reference of 40 competences as required
and applied at the Information and Communication Technology (ICT) workplace, using a common
language for competences, skills and proficiency levels that can be understood across Europe.
As the first sector-specific implementation of the European Qualifications Framework (EQF), the e-CF
fits for application by ICT service, demand and supply organizations, companies, for managers and HR
departments, for education institutions and training bodies, including higher education, for market
watchers and policy makers, public and private sectors.24
The European e-Competence Framework is structured from four dimensions. These dimensions reflect
different levels of business and human resource planning requirements in addition to job/work
proficiency guidelines and are specified as follows: 25




Dimension 1: 5 e-Competence areas, derived from the ICT business processes PLAN – BUILD –
RUN – ENABLE – MANAGE
Dimension 2: A set of reference e-Competences for each area, with a generic description for
each competence. 40 competences identified in total provide the European generic reference
definitions of the e-CF 3.0.
Dimension 3: Proficiency levels of each e-Competence provide European reference level
specifications on e-Competence levels e-1 to e-5, which are related to the EQF levels 3 to 8.
Dimension 4: Samples of knowledge and skills relate to e-Competences in dimension 2. They
are provided to add value and context and are not intended to be exhaustive. Whilst competence
definitions are explicitly assigned to dimension 2 and 3 and knowledge and skills samples appear
in dimension 4 of the framework, attitude is embedded in all three dimensions.
24
http://www.ecompetences.eu/wp-content/uploads/2014/02/European-e-Competence-Framework-3.0_CEN_CWA_162341_2014.pdf - page 3
25
http://www.ecompetences.eu/wp-content/uploads/2014/02/European-e-Competence-Framework-3.0_CEN_CWA_162341_2014.pdf - page 10
Project Number 5471
Page | 22
ERASMUS+ KA2
3.
Empirical analysis by country
3.1. Belgium
3.1.1. External factors influencing VET In Belgium26
Capital: Brussels
Official languages: French, German, Dutch
Government: federal parliamentary constitutional monarchy
Prime minister: Charles Michel
Monarch: Philippe
Population: 11 154 231
Area: 30 528 km2
Belgium is a parliamentary monarchy divided into three territorial regions (Brussels-capital, Wallonia,
Flanders), hits population divides up into three speech communities (French, German, and Flemish
speaking).
This segmentation influences directly the domain of the vocational training, as the geographical space
does not coincide with the one of regions.
The Belgian Constitution establishes the principle of academic freedom and choice. As a consequence,
the entire education system is quite decentralised, depending on each of the different organising
authorities (ministries, provinces and municipalities, grant-aided private bodies). The education and
the training are, since 1994, within the competence of Regions and Communities. Communities handle
the education while Regions are responsible for certain aspects of the vocational training: social
advancement, reconversion. Considering the limited role of the federal authorities regarding training,
the taken initiatives vary according to regions and communities.
Education has been compulsory in Belgium for 6- to 18-year-olds since 1982, but the possibility of parttime, alternating work and learning are open to young people aged 15/16 upwards.
26
VET country report
Project Number 5471
Page | 23
ERASMUS+ KA2
3.1.2. The Structure of the School System27
The Belgian initial and continuing education and training system
27
https://cumulus.cedefop.europa.eu/files/vetelib/2013/2013_CR_BE.pdf
Project Number 5471
Page | 24
ERASMUS+ KA2
According to the European definition of qualification, the Belgian Government-regulated VET system
includes: 28

secondary compulsory education with technical and vocational programs (fulltime and parttime); adult education;

higher education with vocational bachelor programs ; apprenticeship and entrepreneurial
training;

and vocational training for adults, jobseekers, worker and students, organised by the public
employment offices.
Education is compulsory full-time up to 15 years and part-time as from that age. Currently, programs
in the Belgian VET system start at the age of 14, if the pupil follows the normal progression. Until the
age of 15, only one provider is in charge of VET in compulsory education: the schools, under the
responsibility of the Ministry of Education, in each Community. At the start of the third year of
secondary education, the scope of VET extends to new providers besides the schools. Pupils may decide
to opt for part-time programs , alternating between work and learning, organised either by schools or
by the training organisations of SMEs.
Adult education may also provide courses for them or as a partner-provider for schools in some
programs . Once students have reached the age of 18, the scope of VET broadens even further. Young
people may remain in the education system enter the labour market or go to any public or private
vocational training provider. If students leave the education system without a secondary school
certificate/diploma, they may progress to adult education. At any time, as of the age of 18 it is also
possible to opt for validation via a skills centre to obtain a qualification certificate. Essentially,
government-regulated VET systems in Belgium do not really differ in terms of public providers and
their basic structure. The same types of structures exist in all regions/communities, but are sometimes
known under another name. What really makes the difference is the decision-making and the
implementation processes. These refer to regional and community policy statements made every four
years within the framework of a new political term and agenda. Specific needs will then be addressed
and appropriate implementation decisions will be taken, which for instance refer to specific training
pathways or targeted activities.29
28
29
Belgium VET in Europe – Country report 2013
Belgium VET in Europe – Country report 2013
Project Number 5471
Page | 25
ERASMUS+ KA2
3.1.3. Summary of VET providers and programs
VET-programs
Organised/provided by
Vocational secondary education : from the 3rd Schools for
year of secondary education to the 6th
Communities)
secondary
education
(all
secondary
education
(all
Vocational secondary education: 7th secondary
school-year (one additional school year)
Schools for
Communities)
Vocational
secondary
education, Schools for secondary education (BEFR and
complementary/
specific
qualifications: BEDG)
nursing program (1, 2 or 3 years)
Associate degree: nursing
Schools for secondary education (BEFL)
Technical secondary education : from the 3rd Schools for
year of secondary education
Communities)
secondary
education
(all
Secondary after secondary education, se-n-se Schools for secondary education (BEFL)
(7th year for complementary qualification)
Dual system: part-time education for 15-25 Schools for part-time education: CEFA, CDO,
year-olds
TZU
Dual system: apprenticeship (15-25 year olds)
SYNTRA – Vlaanderen: in BEFL and Brussels
SFPME/EFPME (Brussels)
IFAPME (Wallonia)
IAWM (BEDG)
Secondary Adult Education : to obtain basic and Centers for adult education, (all Communities)
secondary education certificate/diploma
Associate degree
Patent of higher education
Professional bachelor
Centers for adult education, university colleges
(BEFL)
Centers for adult education (BEFR)
Adult education (BEFR)
University and colleges (BEFL)
Specific teacher training programme
Centers for adult education: all Communities
University colleges and universities: BEFL/
BEDG
Vocational programs focused on labour market: Flemish Employment and Vocational Training
jobseekers, workers
Agency (VDAB, in Flanders and Brussels);
Project Number 5471
Page | 26
ERASMUS+ KA2
Bruxelles Formation (Brussels);
(Wallonia); Arbeitsamt (BEDG)
FOREM
Entrepreneurial training course, lifelong SYNTRA (BEFL + Brussels Flemish speaking)
learning for entrepreneurs and additional SFPME/EFPME (Brussels, French speaking)
courses
IFAPME (Wallonia)
IAWM (BEDG)
Validation / recognition
Accredited centres (BEFL / BEFR)
3.1.3.1.
Secondary education in the VET system
Generally speaking, full-time compulsory secondary education consists of six years, between the ages
of 12 and 18.
Pupils may choose between three pathways after the two first years: technical, vocational full-time or
vocational part-time (alternating work and learning).



The technical pathway prepares them for a professional career and/or technical higher education.
The vocational option is more practice-based and is aimed at direct employment. At the end of the
sixth year of technical education, a diploma or a certificate of qualification is awarded that opens up
access to further studies or employment. Pupils who opt for the vocational pathway (full-time or
part-time) will have to complete a seventh year to receive a full secondary school certificate. In the
French and German-speaking communities, both technical and vocational education offer the
possibility, in some trades, to follow a seventh complementary qualification year, as well as an
additional level in vocational education (one, two or three years) for nursing studies. In the Flemish
VET system, the seventh qualification year is now called ‘secondary after secondary’ education (sen-se) and the supplementary level in vocational education has become the ‘associate degree’
(organised by secondary schools and adult education). Training provision is available in
approximately ten different sectors (agronomy, industry, construction, hotel and catering trades,
and more), divided into groups, then into options or trade. Transition from one pathway to another
is only possible from the general pathway to VET.
Part-time education together with work-based learning for 15-25-year-olds at school is organised
by a center which is usually dependent on a technical and vocational school. The students follow a
program of 15 hours: two days at school and three days in an enterprise through a specific work
convention (under 18) or a work contract as of the age of 18; they are followed by an attendant.
Courses and work experience have to be fully integrated in order to achieve the targets set for the
professional programme. A preliminary trajectory might be offered to pupils under 18 who are
encountering some orientation and integration difficulties or who are having problems finding an
employer. In BEFL, bridging projects are organised in public services or social workshops with close
guidance, for those who lack employability skills.
Project Number 5471
Page | 27
ERASMUS+ KA2
Schools work with sectors (sector covenants, competence or reference centres and enterprises).
Advanced Technology Centres in BEFR and Reference Technology Centres in BEFL have been
established to upgrade the teaching equipment in technical and vocational curricula and improve
quality at school level.
3.1.3.2.
VET in higher education
Higher vocational training consists exclusively of professionally-oriented bachelors and is organised
only in colleges. Anyone with a professional bachelor’s degree is trained to enter the labour market
immediately. With a bridging program, students can also continue on to a master’s program.
There are currently 57 professional bachelor programs in 22 university colleges, divided into 10 study
areas (BEFL). In BEFR, those programs, although they exist, are not yet connected to the VET system. In
BEDG, a dual bachelor training was introduced in the study of financial services and accounting in the
academic year 2011-12. This training offers operational practice (two to three days per week in
operation) both in the IAWM centers (ZAWM) and at the Autonomous University College (AHS) after
completion of secondary education and a successful internship in the appropriate field of occupational
activity. This training results in an entrepreneur certificate as well as an internationally-recognised
bachelor.
3.1.3.3.
Adult education and training
The system is central to lifelong learning because it allows the recognition of skills from formal, nonformal or informal learning to pursue a learning path that can lead to qualifications corresponding to
full-time education. To be admitted to training, one must at least 15 years old and have completed the
first two years of secondary education, or be 16 and have the necessary level for the option selected.
There is no admission fee for young people under 18, jobseekers, persons with disabilities and other
welfare recipients.
Basically, adult education consists of three levels of education: basic education, secondary education for
adults and higher professional education. In BEFL, there exists a level just underneath the bachelor: the
‘associate degree’ [90 – 120 ECTS (European Credit Transfer System), which has 63 different programs
on offer. This corresponds more or less to the superior education patent (certification) organised in the
BEFR system. Adult education is modularised and organised through a coherent system of training
credits. Any training unit can be combined with others in order to achieve a comprehensive set of skills
for a profession, a professional qualification or an educational qualification. It offers training modules
from the level of literacy to the tertiary-type short or long [in BEFR, in some programs only.
In BEFL, adult basic education is organised by centers for adult basic education (CBE); all other training
programs are organised by centers for adult education (CVO). The system does not offer graduate
courses at bachelor level but it is possible to undertake high-level training through other educational
programs for adults (evening classes at university colleges and universities).
Project Number 5471
Page | 28
ERASMUS+ KA2
Adult education makes it possible to obtain diploma or certificates for basic education, secondary
education, specific educational qualifications for teachers, qualification certificates of higher education
(BEFR) and associate degree (BEFL), vocational Bachelors and Masters, for certain professions in
BEFR). In all communities, adult education works closely with all VET providers, both public and
private.
3.1.3.4.
Apprenticeship and entrepreunarial training
Four organizations manage apprenticeship and entrepreneurial training in Belgium:

SYNTRA – Vlaanderen in BEFL and Brussels for the Flemish-speaking apprentices

IFAPME in Wallonia

SFPME/EFPME in the Region of Brussels for the French-speaking apprentices

IAWM in BEDG
They are under the responsibility of the Ministry of Employment and Vocational Training for Middle
Class in Brussels; the Ministry of Employment and Vocational Training in Wallonia; one Ministry for all
VET in BEDG and the Ministry of Work and Social Affairs in BEFL, except for pupils still in compulsory
education who fall under the supervision of the Ministry of Education. These structures are public
bodies with a management committee composed of the regional social partners and a Government
commissioner. Only the SFPME is an integrated service within the French Community Commission
administration in charge of vocational training for French-speaking trainees living in Brussels. The
training centres are mostly non-profit organisations. They work with sectorial and professional
committees to keep in touch with the world of self-employed people and enterprises. They all provide
four different programs : apprenticeship, entrepreneurial training, continuing training for
entrepreneurs’ assistance and training for entrepreneurship and business creation.
Apprenticeship
Apprentices are allowed to enter and to remain within this system if they are between 15 (after
successful completion of the first two years of secondary education) and 25 years of age or even up to
30 in BEDG. To enter the system they must sign an apprenticeship contract with an employer. However,
most of the organizations have put in place measures to coach those who encounter problems either to
find an enterprise or to prepare themselves better for it. Apprentices under the age of 18 still have the
status of pupil. He or she complies with compulsory education and is still entitled to child allowance;
nevertheless they receive a fixed apprenticeship allowance from the employer. The employer is the
main instructor of the young people during the apprenticeship period. The secretary/counsellor who
guides the apprentice has also an important role of coaching and acting as the interface between the
training center and the employer. The system allows the majority of professions to be learned through
the apprenticeship model (some professions require higher qualification levels, such as accountant,
insurer, etc.). Regional labour market specificities may also influence the training supply: the maritime
Project Number 5471
Page | 29
ERASMUS+ KA2
sector in BEFL and the wood industry in Wallonia and BEDG. After successfully completing the general
education section and the professional section (practice in company and courses), the apprentice can
obtain a range of certificates and may opt for a job in the company, become an employer; go on to
entrepreneurial training or to further education.
Entrepreneurial training
Entrepreneurial training varies in length between one and three years. It is aimed at those who wish to
set up their own business and also at their employees. The training mainly takes place during evening
sessions, but is also offered during the day or at the weekend. The course is open to participants from
the age of 18, who have complied with the compulsory school attendance requirement. For some
professions entrance requirements are stricter, e.g. real-estate. IFAPME is ruled by a new decree (of 30
May 2013) creating among other things, a new training option: the assistant manager.
3.1.3.5.
Other forms of training
Public training services and competent authorities in each Region/Community work in close
collaboration with private training providers in order to meet specific needs reach certain target groups
or further complete their own ranges of training programs on offer. This category includes mainly:
private ’subsidised’ partners (non-profit associations); sectorial funds – training centers for sectors
managed by social partners and approved private, unsubsidised training centres [most often for
languages and information and communication technology (TIC, technologies de l’information et de la
communication) provision], which are not dealt with here. All Communities organise continuing adult
education through partnerships with local non-profit associations primarily aimed at developing
people’s social and cultural skills. Although these activities are not directly linked to VET, they offer the
opportunity to become better integrated by participating in local events which contribute to social
cohesion, local community integration and citizenship.
Private ‘subsidised’ partners
More often than not, these are non-profit associations, operating regionally. Some are grouped together
(as a federation in charge of the integration pathway) dealing with the target groups that are the most
vulnerable, under-qualified and furthest removed from the labour market. They are approved by the
region or community and have signed agreements with public training and employment organisations.
In BEFR, there are socio-professional integration bodies called OISP, (Organisme d’insertion socioprofessionnelle,), which provide on practical training in companies or workshops . These associations
provide different training activities such as literacy program, basic training, pre-training for specific
professions and trades, on-the-job training and training for jobseekers with disabilities. 162 bodies are
approved by the Walloon Region and 41 in Brussels. There are also local missions (nine in Brussels)
and regional employment bodies or MIREs (11 in Wallonia) which are reception centres, determining
requirements and offering guidance. They work with all local training operators and the regional
employment service.
Project Number 5471
Page | 30
ERASMUS+ KA2
3.1.4. Transposition of European Qualification Framework
The three Communities have (or are about to have) their own certification framework. While the Dutchand French-speaking communities have been working on national frameworks since 2005-06, the
German-speaking community started developing its own qualifications framework
(Qualifikationsrahmen Deutschsprachiger Gemeinschaft) (QDG) only recently, the decree establishing
the QDG having been adopted by the parliament in 2013. In the development phase, the Dutch- and
French-speaking communities have been following different pathways, reflecting the substantial
institutional and political differences in education and training between the two.
Despite adaptation to each specific context, all three frameworks present substantial similarities.
Further, an amendment to the Belgian Federal Law on general structure of the education system was
adopted in 2012, stating that European qualifications framework (EQF) levels will be used as a common
reference for the three communities in Belgium, addressing the challenge of linking the three
frameworks, and potentially easing mobility of Belgian citizens within the country. At this stage,
however, all three frameworks will be referenced separately to the EQF.
3.1.4.1.
The French-speaking community 30
The French community of Belgium has been working on a NQF in reference to the EQF since 2006. Three
distinct political authorities are involved in the work :
a) the French community (consisting of inhabitants of the French-speaking area of the Walloon
region and the French-speaking inhabitants of Brussels);
b) the Walloon region;
c) the French Community Commission in the Brussels-Capital region (Commission communautaire
française de la Région de Bruxelles-Capitale) (COCOF).
Although the idea of an NQF (and its link to the EQF) received support, how to integrate the
qualifications framework for higher education within a comprehensive NQF has been much debated
and has delayed the process.
The current proposal dates from 2010 when the three governments of the French community agreed
on the principle of creating a qualifications framework with double entry, one for educational
qualifications and one for professional qualifications, placed into eight levels and consistent with
descriptors of the EQF. Full implementation of the framework requires that progress is made on
adoption of the legal basis. The legislative process has been delayed from the original deadline of early
2014. This means that the framework has yet to move into an operational stage.
Development of the French-speaking qualifications framework for lifelong learning (cadre francophone
des certifications pour l’apprentissage tout au long de la vie) (CFC) is seen as an integral part of
30
Publication Analysis and overview of NQF developments in European countries. Annual report 2014
Project Number 5471
Page | 31
ERASMUS+ KA2
evolution of the existing education and training system, to improve overall transparency and
collaboration, easing mobility and supporting individual learning pathways for citizens.
The CFC is an important instrument for strengthening use of learning outcomes and for referencing to
the EQF, but it is neither seen as an instrument for reform of existing institutions and structures, nor is
it perceived as having any regulatory role. At this stage of development it has been decided to include
only qualifications delivered by public providers; however, a possibility of considering opening up later
to other qualifications is mentioned in the 2013 referencing report.
LEVEL DESCRIPTORS AND LEARNING OUTCOMES
An eight-level structure has been designed, using two blocks of terms: knowledge/skills and
context/autonomy/responsibility. The descriptors developed by the Flemish qualifications framework
have been used as a basis, but adjusted according to conditions of the region. For levels 5 to 8,
descriptors are designed based on the Dublin descriptors.
In higher education, a guide has been produced, to help higher education institutions define their
learning outcomes to fit into common competence reference systems. Autonomy of universities means
that the decision to apply learning outcomes has to be made by the institution itself, resulting in varying
approaches. There is little information on extents of actual use of learning outcomes, apart from in
university colleges. Here, the new competences reference systems are gradually being implemented.
In compulsory education and training, a competence-based approach is well established. Learning
outcomes are described in terms of socles de competences and competences terminales. For adult
education (including higher education short cycles, bachelors and masters) the term used is capacités
terminales.
In vocational education and training (VET), work is continuing to define and describe qualifications in
terms of learning outcomes, to meet the need for shared reference systems for VET. Since 2010, regional
continuous vocational education and training (CVET) providers have developed a common procedure
of certification (recognition of prior learning (reconnaissance des acquis de formation) (RECAF)), based
on common standards and common standards for assessment, with a competence-based approach. The
SFMQ is playing a particularly important role as regards learning outcomes, both for initial VET
(vocational compulsory education) and CVET (education for adults and public providers of vocational
training in Wallonia and Brussels). Descriptions of qualifications are based on the job profiles
(professional standards) defined by the social partners. Common training profiles are then defined by
providers. These profiles are declined in units of learning outcomes compatible with the European
credit system for vocational education and training (ECVET) specifications.
Project Number 5471
Page | 32
ERASMUS+ KA2
VALIDATING NON-FORMAL AND INFORMAL LEARNING AND LINKS TO THE NQF
Two terms are used in the French-speaking community of Belgium to refer to validation of non-formal
and informal learning: validation and valorisation. Validation refers to a possibility of obtaining a
recognised title or certification, while valorisation of experience refers to procedures that allow access
to education and granting credits for prior experience. Validation is used in the so-called system of
validation of competences (validation des competences) in continuous vocational training. This
provides a certificate, titre de compétences which is a legal document, recognised by the Walloon
region, French community and COCOF. It can be used to obtain a qualification and it also holds value in
the labour market. At the moment there is discussion on how these titres de compétences will be linked
or not to the NQF and EQF. Valorisation of experience (validation des acquis de l’expérience) (VAE)
relates to adult education (enseignement de promotion sociale), universities and higher education
(hautes écoles). These four, validation of competences and three VAEs, constitute four different systems
governed by different legal frameworks, guidelines and procedures.
The standards for validation are now the same as those in the formal system. SFMQ is responsible for
drawing up these standards. They are based on occupation standards elaborated by social partners
(profils metiers), and corresponding training standards (profils de formation) elaborated by education
and training stakeholders. The different training providers (initial and continuous education) and the
validation of competences consortium are supposed to base their programs on using the profiles drawn
up by SFMQ as common reference standards. They are expressed in learning outcomes and a system of
units compatible with ECVET. Qualification and training profiles are developed in close consultation
with sector representatives and the unions. These profiles specify the competences required for each
occupational profile, with associated indicators.
Discussions continue on how the four systems can be further integrated and how to create bridges
between them. The four different systems are working together in four areas:
a) statistics: looking into what indicators can be used and carrying out impact analysis of validation
practices;
b) network of researchers: a network of people at universities or other bodies interested in and
doing research on validation issues;
c) common portfolio: creating a common online way of recording all the learning experiences;
d) common guidance: common guidelines are developed that can be used for all the four systems.
Project Number 5471
Page | 33
ERASMUS+ KA2
Referencing to the EQF
Referencing to the EQF is an integral part of the overall work on the NQF, and for French-speaking
Belgium, the referencing process is ongoing. A NCP for EQF referencing was established in September
2010. Once established (following legal adoption of the framework), the steering and positioning
authority will take on these responsibilities.
The draft referencing report (referencing the CFC to the EQF) was presented to the EQF advisory group
in December 2013. The report encompasses a thorough description of the education and training
system in French-speaking Belgium, an account of the context and development of the CFC, and a section
on how the CFC and adjoining development processes and responsibilities meet the 10 referencing
criteria. There is no overview of where the concrete qualifications are to be placed in the CFC so far,
reflecting the ongoing process of legal formalisation, but plans for the positioning and implementation
process are described.
Table 1 Level
correspondence between
the CFC and the EQF CFC
Level 8
Level 7
Level 6
Level 5
Level 4
Level 3
Level 2
Level 1
3.1.4.2.
EQF
Level 8
Level 7
Level 6
Level 5
Level 4
Level 3
Level 2
Level 1
The Flanders-speaking community 31
On 30 April 2009 the Flemish Parliament and Government in Belgium adopted an Act on the
Qualification Structure (kwalificatiestructuur) (Government of Flanders, 2009) introducing a
comprehensive qualifications framework. The framework,
The Flemish Community of Belgium is responsible for education and training policy and legislation in
the Flemish region and for Dutch-speaking education institutions within the Brussels-capital region.
The Flemish qualification structure is a classification of Flemish qualifications using an eight-level
qualification framework based on an eight-level structure described in two main categories of
knowledge/skills and context/autonomy/responsibility, was formally referenced to the EQF in June
2011. To be put into practice, however, the original 2009 Act required additional political and legal
clarifications. Most remaining issues were addressed during 2011, paving the way for a six-month pilot
phase from autumn 2011. Actual implementation of the framework started January/February 2012 and
has gained speed since then. The Flemish qualifications framework (FQF) can now be deemed fully
31
Publication Analysis and overview of NQF developments in European countries. Annual report 2014 © Cedefop, 2015
Project Number 5471
Page | 34
ERASMUS+ KA2
operational. Compared to most other countries, qualifications are assessed individually (as opposed to
‘block-wise’ placement). This is clearly time and resource demanding, but can strengthen credibility of
the framework. The road from formal adoption to implementation has proved more timeconsuming
than originally predicted. These delays have partly been caused by a need for further legal instruments
(implementation decrees on professional as well as educational qualifications), and partly by
negotiations with the social partners on how to link and level professional qualifications to the
framework. The March 2014 update of the European qualifications framework (EQF) referencing report
(Government of Flanders and AKOV, 2014), reports on significant progress during 2013 and 2014; by
mid-2014 approximately 120 professional qualifications will have been included in the framework. The
number of educational qualifications is now also increasing.
Level descriptors and learning outcomes
The term ‘competence’ plays a significant role in Flemish education, training and employment policies
and is used as an overarching concept. Competence and learning outcomes are used as interchangeable
terms in education and training.
Descriptors
The FQF is based on an eight-level structure described by categories of knowledge, skills, context,
autonomy and responsibility. Compared to the EQF, FQF descriptors are more detailed, in particular for
lower levels. A main difference is the FQF does not use ‘competence’ as a separate descriptor category
but considers it as an overarching term and uses it interchangeably with learning outcomes. A main
feature of the Flemish framework is use of ‘context’ as an explicit element of the descriptors. The context
in which an individual is able to function is seen as an important part of any qualification. This can be
seen as a criticism of EQF descriptors which contain contextual elements, but fail to treat them
explicitly.
Descriptors are used to describe two main categories of qualifications: professional and educational. A
professional qualification is based on a set of competences allowing an individual to exercise a
profession and can be achieved both inside and outside education. An educational qualification is based
on a set of competences an individual needs to participate in society, start further education and/or
exercise professional activities. An educational qualification can only be acquired through education
and in institutions recognised by the Flemish authorities. The distinction between professional and
educational qualifications is applied for all eight levels of the framework; this offers potential for highlevel qualifications in parallel with traditional academic institutions.
Learning outcomes and competences
Progress on practical implementation of principles of learning outcomes/competences has made
progress in recent years. The VET sector is probably the most experienced in this field. A competencebased approach is well integrated, referring to professional requirements in the labour market. Use of
competences in initial VET in recent years has been inspired by Dutch developments (in particular the
upper secondary vocational education (middelbaar beroepsonderwijs) (MBO) reform). Discussions
Project Number 5471
Page | 35
ERASMUS+ KA2
between SERV and the government in 2010 and 2011 on implementing the framework can be seen as
part of this process; how can occupational competence standards be translated into learning outcomesbased professional qualifications and then attributed a level in the FQF? Learning outcomes are also
present in general education, for example in setting learning objectives in national core curricula.
Developments in higher education have been influenced by the Bologna process, but are mainly
dependent on initiatives taken by single institutions or associations of higher education institutes.
While reflecting a diverse situation, a clear shift to learning outcomes has taken place in recent years in
Flanders.
VALIDATION OF NON-FORMAL AND INFORMAL LEARNING
In Flanders, the term Erkennen van Verworven Competenties – recognition of acquired competences
(RAC) – is used to refer to validation of non-formal and informal learning. RAC can be used to gain
admission to an education and training programme, to request exemptions from (parts of) the study
programme and to obtain a work experience certificate. Each sector, education, work, culture, sports
have their own policies for RAC and thus, arrangements in each sector differ. A concrete step in
development of an integrated policy was approval of the NQF and its subsequent implementation that
aims at integrating different systems for validation. There has been increased cooperation between
sectors and willingness to create a single framework linking validation processes to the Flemish
qualifications structure. The NQF describes eight levels of qualifications that can be obtained through
formal, informal or non-formal learning. Since 2011, departments of education and training, work and
social economy and culture, youth, media and sports started discussing development of an integrated
approach towards RAC, based on qualifications from the NQF.
A secondary school diploma can be obtained through an exam committee if not finished within the
prescribed years. A process for recognising non-formal and informal learning has been in place in
universities and university colleges since September 2005. Each institution elaborates its own rules of
procedure. Procedures result in proof of acquired competences (bewijs van bekwaamheid) which can
then lead to appropriate exemptions/shortened study duration and credit certificates and/or a proof
of qualification. There are also exams for people over 21 to access higher education, although there is
debate if this constitutes RAC of the secondary school diploma or not.
On formal education, the Flemish Decree of 15 June 2007 defines exemptions linked to modular
organisation of educational programs . All programs (modules) at centres for adult education are
developed based on course profiles approved by the Flemish Government. Centres for adult education
provide an evaluation for each module. Exemptions can be granted based on credits for prior learning
and/or evaluation of competences.
Arrangements set up by the departments essentially aim at recognition of non-formal and informal
learning through a ‘certificate of work experience’ (Ervaringsbewijs) created by a decree approved on
30 April 2004. People can receive a certificate of work experience if they demonstrate they have
acquired the skills needed to perform an occupation. Professional competence profiles are translated
into standards by SERV and the social partners. Although certificates of work experience are granted
Project Number 5471
Page | 36
ERASMUS+ KA2
by the government, they are, at this stage, not equivalent to a diploma. While awaiting a new integrated
framework (RAC based on the NQF), certificates of work experience services will be continued.
REFERENCING TO THE EQF
Referencing to the EQF was completed in June 2011 (Government of Flanders and AKOV, 2011). The
referencing process was coordinated by AKOV. AKOV is also the EQF national coordination point for
Flanders. The Flemish government decision to reference to the EQF in mid-2011, pending placing
professional qualifications in the FQF, was discussed by the EQF advisory group.
Lack of clarity in professional qualifications made it difficult for other countries to judge how Flemish
qualifications compared to their own. Taking this criticism seriously, an updated referencing report was
submitted in March 2014. This report responds to the points made by the EQF in 2011 and provides a
detailed overview of developments since then. Following implementation of FQF during 2012 and 2013,
these levels are now filled with qualifications. It should be noted that numbers of qualifications at each
level are changing continuously.
BelgiumEducational
Flanders
qualifications
qualifications
framework NQF
levels
8
Doctor
7
6
Project Number 5471
Master (January
2014,
55
included)
Master
after
master (January
2014,
two
included)
Professional
bachelor
(January 2014,
19 included)
Academic
bachelor
(January 2014,
21 included)
Bachelor
after
bachelor
(January 2014,
six included)
Professional
qualifications
EQF levels
Recognised
8
professional
qualifications
Recognised
7
professional
qualifications
(January 2014,
one included)
Recognised
6
professional
qualifications
(January 2014,
one included)
Page | 37
ERASMUS+ KA2
5
4
3
2
1
Project Number 5471
Recognised
professional
qualifications
(January 2014,
two included)
Upper secondary
general
education
Technical
secondary
education (third
stage)Artistic
secondary
education (third
stage)
Supplementary
general
adult
education
Secondary
vocational
education,
second
year/third stage
Adult
basic
education
Second stage of
secondary
vocational
education
Primary
education
Recognised
5
professional
qualifications
(January 2014,
17 included)
Recognised
4
professional
qualifications
(January 2014,
38 included)
Recognised
3
professional
qualifications
(January 2014,
41 included)
Recognised
2
professional
qualifications
(January 2014,
18 included)
1
Page | 38
ERASMUS+ KA2
3.1.5. Analysis of the database
3.1.5.1.
French speaking part of Belgium
A. Secondary Education: vocational and technical education
Secondary education is arranged in four tracks: general, technical, artistic and vocational.
Referring to EQF level 4, a Certificate of the 3d Degree of Secondary education can be reached at the end
of one 6th year of technical of transition or qualification. In the vocational track, an extra seventh year
of secondary education is needed to obtain the the Certificate of higher Secondary education (CESS).
The Certificate of higher Secondary education is provided by technical institutes and vocational
institutes. The certificates of qualification taken into account for the access to this training program can
come from the secondary education of full exercise (humanities technical and vocational) or of
alternation (CEFA) or social advancement.
Qualification /
Degree
Number of Duration
Institution
s
CESS and CQ6 in
Computer Sciences
= Technician in IT
38
CESS and CQ6 =
Technician in
Multimedia
3
3d Degree = 2
years
4th degree =
1 year
EQF Level
Programme
EQF Level 4
Hardware, installation of OS
and software, installation and
administration of networks,
installation and configuration
of servers.
EQF Level 4
Programming languages,
operating systems and
software, multimedia
development, IT, ...
In the French part of Belgium 38 schools offer these kind of training, in the secondary education of full exercise.
At the end of the course, the learners receive a Certificate of technical higher Secondary education, a
qualification giving them access to the job market. This qualification of technician in IT is based on computer
maintenance that assists students on managing the installation of computers, the interventions on networks.
These kinds of training are not really focused on computer programming. By contrast, the orientation
‘Technician in multimedia’ focuses on fundamental concepts relating to programming languages and
multimedia development.
At the end of this training program, a pupil obtains the CESS and the CQ6 in the end of 6th. This form of learning
is referring to EQF Level 4.
Project Number 5471
Page | 39
ERASMUS+ KA2
None of the qualifications at level 4 (EQF) are potentially related to training for the development of mobile
applications.
B. Higher education training
In the Higher level, the formation is sanctioned by a Bachelor’s degree if it comprises 180 ETCS and if it is a 3
years-program; it is sanctioned by a certificate if it counts less than 750 periods; it is sanctioned by a certificate
of higher education (Brevet d’enseignement Supérieur) when it comprises minimum 120 ETCS or 1400 periods
and is a 2 years-program.
General admission requirement for a bachelor’s program, if students do not hold the Certificat d’Enseignement
Secondaire Supérieur or its equivalent, universities arrange an admissions examination, which gives entry to
HE at universities and Hautes Ecoles, Ecoles supérieures des Arts and Instituts supérieurs d’architecture. There
is an exam for entry on to engineering courses.32
(Source : Université Catholique de Louvain33)
32
33
https://www.ucas.com/sites/default/files/2015-international-qualifications.pdf
https://www.uclouvain.be/cps/ucl/doc/cio/documents/Structure_enseignement_sup_en_CF.pdf
Project Number 5471
Page | 40
ERASMUS+ KA2
CERTIFICATE OF HIGHER EDUCATION (BREVET D’ENSEIGNEMENT SUPÉRIEUR)
Formations leading to obtaining the Certificate of higher education:




correspond to the first cycle of higher education;
are vocational and correspond to level 5 on the EQF;
holds 120 ECTS a year;
has a duration of two years.
In the French part of Belgium, one program is offered in the area of IT, namely the Certificate of Higher
Education in Web developper, which contains the the following characteristics :
Training
Web developer
Duration ECTS EQF Study Program
of the
Level
training
2 years
120
5
i.e. web environment and web
ECTS
technology, database management
system, introduction to
programming, design, CMS, static and
dynamic Web application, scripts
servers, etc.
PROFESSIONL BACHELOR’S DEGREES
The Wallonia Brussels Community offers a wide variety of professional bachelor’s in field of IT,
referring to level 6 on the EQF. These study programs holds 180 ECTS and are vocationnal. Some of
them are proposing specific modules linked to mobile applications, namely the Bachelor’s degree in
Business Computing, the Bachelor’s degree in Computer Science and systems with the optional course
“information technologies”, Bachelor in Computer Sciences,...
Training
Bachelor’s degree
in Business
Computing
(Bachelier en
informatique de
gestion)
Project Number 5471
Number of Duratio ECT EQF
Program
Institution n of the S Leve
s
training
l
23
3 years 180
6
i.e. architecture analysis and project
ECT
management of computer application,
S
design of databases, principle of
programming (algorithms), data
exploitation, programming languages,
design of Web applications, design of
mobile applications, development of
software, operating systems and
network.
Page | 41
ERASMUS+ KA2
Bachelor’s degree
in Computer
science and
systems, optional
course: information
technologies
(Bachelier en
Informatique et
Systèmes :
tehnologies de
l’information)
5
3 years
180 EQF
ECT Leve
S
l6
Bachelor’s degree
in Computer
science and
systems, optional
course: networks
and
telecommunication
s (Bachelier en
Informatique et
Systèmes : réseaux
et
téléccommunication
s)
3
3 years
180 EQF
ECT Leve
S
l6
Bachelor’s degree
in Computer
science and
systems, optional
course: industrial
IT (Bachelier en
Informatique et
Systèmes :
Informatique
industrielle)
4
3 years
180 EQF
ECT Leve
S
l6
Project Number 5471
Page | 42
A special emphasis is given to the
databases, the design and the
programming of web applications and to
the development of mobile applications.
i.e. network and systems infrastructure,
introductory course on
telecommunications, database
management, different categories of
programming languages, objectedoriented programing, introduction to
computer systems : OS and networks,
creation of websites, database
management systems, relational
databases, analog and digital electronics,
electricity, networks, web and mobile
programming, …
i.e. architecture, operating systems,
programming languages, networks
management, microprocessors,…
i.e. industrial IT, Software workshops,
Industrial networks and laboratories,
Architecture and networks engineering of
the networks, electronic techniques,
Programming language C, C++, Electronics
of interfacing, digital techniques,
microprocessors and micro assembler
Laboratory of technique of the
microprocessors and micro assembler,
micro processing applications,…
ERASMUS+ KA2
C. APPRENTICESHIP
In the French Community part of Belgium, there is only one program connected to the mobile applications:
Multimedia Products Designer. The training duration (apprenticeship period) is 1 year and involves a six
months in-house training in selected companies. As regards its main features, we can find:
Degree/ Certificate
Certificate :
Multimedia Products
Designer
Institution
Duration of the training
IFAPME
(Walonia)/
SFPME
(Brussels)
1 year
Program
The holder of the certificate is able :
To communicate in the multimedia
environment
To conceive visual graphic supports
various ones
To carry out media products
To manage multimedia projects
…
D.
CONTINUING ADULT EDUCATION

Social advancement courses dedicated to mobile applications
A very large number of social advancement courses for adults are available in the field of IT, with modules
dedicated to mobile applications. Among the training programs initiated in the French Community of Belgium,
mention should be made of the Bachelor’s degree in Business Computing with the optional course as AnalystProgrammer.
Degree
Bachelor’s degree in
Business Computing
(Bachelier en
informatique de
gestion – Analyste
Programeur)
Number of Duration ECTS EQF
Institutions
of the
Level
training
Program
3 years
i.e. programming languages Java and
C#.Net, UML and Design Patterns,
Windows and Linux networks, databases
Oracle and MySQL, mobile programming
(smartphones and tablets),..
180
ECTS
6
 Non-formal continuing adult education
Trainings for job seekers in the field of Communication and Information Technologies (TIC) are traditionally
associated with certificates and diplomas issued by education and training operators organized by the Regional
entities:
Project Number 5471
Page | 43
ERASMUS+ KA2

In CHARLEROI between CEFORA asbl, FOREM Formation and Technofutur TIC asbl

In CINEY between CEFORA asbl, FOREM Formation and Technobel

In LIÈGE between CEFORA asbl, FOREM Formation, Talenteo and Technifutur

In MONS between CEFORA asbl, FOREM Formation and TechnocITé asbl
These institutions propose to the job-seekers training programs in the field of web and mobile applications.
The most training programs last less than 6 months. After the completion of their training, trainees receive a
Certificate of participation.
Program
Institution
.NET developer mobile-oriented
FrontEnd developer
Create your applications for iPhone or iPad
.Net developments for SmartPhones and/or tablets - 1
.Net development for SmartPhones and/or tablets - 2
.Net development for Windows Phone
.Net development for cloud environment
.NET developer mobile-oriented
Java developr
Java developer Alfresco-oriented
Enterprise Java Beans 2.1 (J2EE)
Expert C# 2.0
.NET programming
Mobile applications and project management
Java : to develop a XML application
Java Swing and creation of distributed applications
JAVA developer
Security under .NET
Silverlight
Mobile applications developer IOS-Android
Certified .NET developer
Create a mini-application in PHP/MySQL
Laboratory of Java programming
Mobile applications developer
Project Number 5471
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Technocité
Bruxelles Formation
Bruxelles Formation
Bruxelles Formation
Bruxelles Formation
Bruxelles Formation
Page | 44
ERASMUS+ KA2
3.1.5.2.
Dutch speaking part of Belgium
A. Upper secondary general education - Technical secondary education
In technical secondary schools several curricula were developed in the field of IT, including learning outcomes
about mobile apps.
As in the French speaking part of Belgium, we distinguish two different education forms dedicated to IT. That is
why the education system in Belgium is categorized as highly tracked and it causes large differences between
schools as well. These qualifications are referring to EQF level 4.
- TSO (technical secondary education) emphasis on general and technical matter. The education,
with practical classes, prepares on a profession or on a pass to higher education
- BSO (vocational secondary education) is a practice-oriented type of education in which young
people learn a specific occupation in addition to receiving general education.
Degree/
Qualification
Number of Duration of
Institution the training
s
EQF
Learning outcomes
IT Management (IT &
networks)
Informatica beheer (IT &
Netwerken)
44
3d degree
Technical + 1
year for 7th year
vocational
training
Level 4
i.e. The training program lies on managing
computer equipment and software, on efficient
solving problem situations, on accompanying
users and on optimising the functioning of
computers.
3d degree
Level 4
Industrial computer
techniques
Industriële
computertechnieken
i.e. Installation, maintenance and repairing of
computer systems and networks in industrial
environments: computer interfaces,
microcontrollers, computers maintenance,
communication techniques, operating
systems,…
Industrial ICT –
(Orientation Toegepaste
informatica)
19
Interactive multimedia
techniques (Interactieve
multimediatechnieken)
4
Multimedia
Multimedia
Project Number 5471
Technical + 1
year for 7th year
vocational
training
Level 4
3d degree
Level 4
Technical + 1
year for 7th year
vocational
training
Level 4
i.e. Installation of computer systems and
networks in industrial environments, both
hardware and software interfaces between
computers and application, information
exchange with computers and production
systems, use of modern technologies,
programming languages and operating
systems,..
Page | 45
i.e. Data communication, network
technologies, software, programming
languages, computer security, objectoriented programming and Java-script,…
i.e. Multimedia production: design and
maintenance of websites, online and offline
publications, programming of websites, …
ERASMUS+ KA2
B. Higher education in Flanders
HIGHER PROFESSIONAL EDUCATION
In the higher education database in Flanders, the study programs are clustered into 4 categories:




Degree programs : bachelor’s and master’s programs
Exchange programmes,
Postgraduate programmes,
Continuing education.
PROFESSIONAL BACHELOR
The hogescholen (High schools) offer a 3 year programme of professional Education. This bachelor
degree is a professional or vocational bachelor, and minimum one bridge-year will be required for
having access to master studies. Related to mobile applications, high schools offer one full degree
programme in at least 5 different study areas, each of them representing 180 ECTS and refer to EQF
Level 6.
 Applied Computer Sciences.
 Realisation in Product Design.
 Visualisation and Communication in Product Design.
 Multimedia and technology management.
Degree/
Qualification
Number of ECTS
Institution
s
EQF
Learning outcomes
Bachelor’s degree of
Electronics-ICT
4
180 ECTS
EQF
LEVEL 6
Bachelor’s degree of
digital media: Multimedia
production
2
180 ECTS
EQF
LEVEL 6
Bachelor’s degree of
Interactive multimedia
design
2
180 ECTS
EQF
LEVEL 6
i.e. Communicative training, computer
Technology, electronics, data networks,
programming, system administration,
webdesign and usability, webscripting,
business economics, computer security,
networks, system administration, web
programming, …
i.e. These trainings
combine design and techniques to
create multimedia products.
The student learns webdesign and
webscripting, programming
languages, multimedia publishing and 3Dtechnology.
i.e. Develop multimedia, especially multimedia
applications for the web: build of interactive
Internet websites, databases, basis of objectoriented program, PHP, illustrator, Flash,
Photoshop, Rich Media Applications to build,
Project Number 5471
Page | 46
ERASMUS+ KA2
Bachelor’s degree of
Multimedia and
technology management
Bachelor’s
degree
of
Applied Computer Science
– orientation application
development
3
180 ECTS
EQF
LEVEL 6
180 ECTS
EQF
LEVEL 6
Interactive marketing, principles of business
administration and project management.
i.e. web design, multimedia, computer
architecture and networks, programming,
graphic design, 3D-modelling, operating
systems ,
telecommunication and audios and video
technology.
i.e analysis and programming applications
using several programming languages (Java,
C#.NET,ASP.NET, Flex,…) and for several
platforms ((Windows Phone7, Android, Apple
iOS,…). Networks and system management
(computer networks, intranet, server
management), develop company solutions
such as ERP-systems and business Intelligence,
...
HIGHER VOCATIONAL TRAININGS: HBO5
As part of adult training, the Flemish Community proposes the “hoger beroepsonderwijs 5”
(HBO5), which is between the level of secondary education and the Bachelor degree. The
“Graduaat” Certificate is awarded by a secondary education school or a Centre for adult education
(CVO) after completion of this course of higher vocational education.
This Graduaat Certificate refers to qualification level 5 on the EQF.
Three of the training programmes that were offered introduce to concepts in the field of mobile
applications.
CERTIFICATE
Number of
Institutions
Industrial
Computer Science
Computer Science
6 CVO centrums
Duration
of EQF
the training
2 years
Level 5
Level 5
2 years
Computer Science
programming
Project Number 5471
45 CVO centrums
2 years
Page | 47
Level 5
ERASMUS+ KA2
SYNTRA
SYNTRA-network exists from 5 training centres with in sum 24 SYNTRA-campuses.
The Syntra network proposes 3 courses for adults in the field of mobile applications. These kind of
trainings offer only a certificate.
Certificate
Number of
Institutions
Analyst Programmer
Multimedia developer
2 centrums
SYNTRA
Duration of the training
Program
1 year
i.e. Analysis, Project
management, Programming
C#.net, Programming C#.net
- Sourcecontrol - Asp.net
Asp.Net, Databases (Basis
Queries, Data T SQL, Stores
Precedures, Advanced
Topics)
Project Management
Webmaster - Webdesigner
Internet- and website
management,
Grafic techniques for
webmedia, dynamic
webtechniques, multimedia,
video, 3D animation
multimedia postproduction
1 year
3,5 days/week
Webdesigner
6 centrums
SYNTRA
1 year
C. Lifelong learning programs for adults
The region’s employment and training agency, VDAB, proposes 2 programmes to job seekers in
the field of mobile applications, namely:
 .Net developer with C met C#
 Java developer
VDAB proposes as well an e-learning program: Webdesign: Apps – to develop its own mobile app.
Project Number 5471
Page | 48
ERASMUS+ KA2
3.2. France
3.2.1. Institutional features
Capital: Paris
Official languages: French
Government: Unitary semi-presidential constitutional republic
President: François Hollande
Prime minister: Manuel Valls
Population: 66 779 055
Area: 640 679 km2
France is an indivisible, secular, democratic and social Republic. Its institutions are currently governed
by the Constitution of 4 October 1958, called the Constitution of the 5th Republic. Legislative power is
held by Parliament, which consists of two chambers, the National Assembly and the Senate. Parliament
draws up and passes laws, and monitors government.
Executive power is shared between the President of the Republic and the government.
Elected for five years by universal direct suffrage, the President of the Republic appoints the Prime
Minister and the members of the Government. He or she heads the Council of Ministers, promulgates
laws and is the head of the armed forces.
The government, led by the Prime Minister, decides and conducts the Nation’s policies. Each member
of the Government is placed at the head of a group of services, which constitute his ministerial
department and over which he exercises hierarchical authority. Within this system, primary and
secondary education are the responsibility of the Minister of National Education; higher education the
responsibility of the Minister of Higher Education and Research; and finally, continuing vocational
training is the responsibility of the current Minister of Labour, Employment, Vocational Training and
Social Dialogue.
Currently in France, there are three levels of territorial authority: the municipalities (36,571 in
mainland France as of 1 January 2012)5, the departments (96 excluding overseas departments) and the
regions (22 in mainland France, plus 4 overseas). The territorial authorities are public structures that
are separate from the State, and therefore enjoy legal and financial autonomy. They are managed by
councils or deliberative assemblies elected by universal direct suffrage, and by executive bodies
generally drawn from the public service.
The departmental and regional levels are also under Government jurisdiction, and are
represented by prefects. For this reason, the organisation of decentralised Government services is
based on the same territorial divisions.
Project Number 5471
Page | 49
ERASMUS+ KA2
The status of French overseas territories can differ. Some of them, like Guadeloupe,
Martinique, French Guyana, La Réunion and Mayotte, are departments and regions. Others have the
status of Overseas authorities, with varying degrees of jurisdiction and autonomy. Since the 1980s,
territorial authorities (regional, departmental, municipal) have had responsibilities for the
implementation of national policies, in particular relating to vocational training and the management
of educational premises.
Project Number 5471
Page | 50
ERASMUS+ KA2
3.2.2. The Structure of the School System
The French initial and continuing education and training system
Project Number 5471
Page | 51
ERASMUS+ KA2
3.2.2.1.
Initial vocational education and training
In France, initial education refers to young people at school and university and to apprentices.
It includes general education, technical education and, in certain areas, vocational education. In
general coming after the educational basics, its aim is to prepare young people for working life.
The French system of initial education and training is structured into three principal levels:



first degree education, which includes pre-primary and primary education;
secondary education, divided into two levels;
and finally, higher education.
Pre-elementary education is provided in nursery schools. Although optional, it is nevertheless
attended by virtually all French children between the age of 3 and 6.
Elementary education, lasting 5 years (age 6 to 11), is compulsory. It is provided in elementary
schools.
The first stage of secondary education is also compulsory. Provided in France’s collèges (junior
high school), this education lasts 4 years (age 11 to 15). The national brevet des collèges (lower
secondary level diploma) assesses the knowledge and skills required by students at the end of
lower secondary school. This qualification is not a condition for access to the senior classes.
The second stage of secondary education is provided in lycées (senior high school) for 3 years
(age 15 to 18). There are three educational streams: the general stream, the technological
stream and the vocational stream. The national baccalaureate marks the end of secondary
education in the general and technological stream, as well as in the longer curriculum of the
vocational stream.
3.2.2.2.
Continuing education and training
Employees and job seekers can work towards vocational diplomas as part of continuous vocational
training.
Organisations that can provide training for them include les groupements d’établissements (Greta) de
l’Éducation nationale (groupings of national education establishments).
Project Number 5471
Page | 52
ERASMUS+ KA2
The Gretas are formed by state schools, collèges (lower secondary), lycées (upper secondary schools),
lycées technologiques (technological upper secondary schools) and lycées professionnels (vocational
secondary schools):
o which group together depending on their geographical proximity;
o that pool their skills;
o that make up one of the largest networks of adult education providers.
Present in all regions, 211 Gretas including 6 500 sites train some 450 000 adults every year. These can
be employees, civil servants, job seekers, young people, older people…
Gretas can:
o
o
o
o
offer general courses, language courses, refresher courses, trade courses...;
help individuals to work towards vocational diplomas (Certificat d’aptitude
professionnelle, Baccalauréat professionnel,Brevet de technicien supérieur) ;
adjust the length and content of courses according to the needs and objectives of
individuals: the employee or the job seeker can build his or her own course and spread it
over time;
o offer services such as the skills audits, support for validation des acquis de l’expérience
(accreditation of life experience) or careers advice.
3.2.3. NQF
The setting up, in 2002, of the National Committee on Vocational Qualifications (CNCP) and the National
Register of Vocational Qualifications (RNCP) signalled the establishment of the French national
qualifications framework. Supported by the system for validation of non-formal and informal learning
(validation des acquis de l'expérience (VAE)), the French framework can be seen as belonging to the
first generation of European qualifications frameworks. While more limited in scope than the new
comprehensive NQFs now developing throughout Europe, in its focus on vocationally or professionally
oriented qualifications, its regulatory role is strong and well established. Several stakeholders consider
the existing five-level structure dating back to 1969 to be in need of replacement, possibly by an eightlevel structure more closely aligned with the EQF. It is, for the moment, unclear when a new structure
could be put in place. The framework was referenced to the EQF in October 2010, using the original
five-level structure. The EQF levels, and their alignment with the five-level structure, are clearly
indicated in databases as well as in certificate and diploma supplements. A new referencing report will
be submitted as soon as a revised structure is in place.
Project Number 5471
Page | 53
ERASMUS+ KA2
3.2.3.1.
Level descriptors and learning outcomes
The original five-level structure introduced in 1969 was used as the basis for referencing the French
framework to the EQF in 2010. The French qualification system has developed considerably since these
levels were agreed in 1969, so development and introduction of a more detailed structure of level
descriptors is seen as necessary. In 2011, the National Council of Statistics (CNIS) commented on the
need for a new level structure (CNCP, 2010) by stressing that it ‘...would like to see these reflections
lead to a new classification of certifications that take into account changes in the structure of
qualifications and the links set up within European higher education.’
French classification
Level V
Level IV
Level III
Level II
Level I
Qualification
Level
ISCED
International
classification
equivalent
Short
vocational
secondary 3c
diploma such as Certificat
d’Aptitude Professionnelle – CAP
Diploma such as the baccalauréat 3
professionnel
(Vocational
baccalauréat)
Diploma after two years of post- 5b
baccalauréat education such as
the Brevet de Technicien
Supérieur (BTS) or the Diplôme
Universitaire
de Technologie (DUT)
Bachleor type diploma such as the 6
Licence Professionnelle
Masters-type diploma (such as 6
the ingénieur diploma) and
doctorate
European
Qualifications
Framework
Levels
3
4
5
6
7 and 8
Alhough it is likely that a seven- or eight-level structure will be chosen (based on technical work carried
out so far), it is now unclear when a new draft structure could be presented. A particular issue is how
the new structure will link to occupational standards, notably the national ROME and the international
ISCO. The discussion is also closely related to the question of whether qualifications corresponding to
EQF levels one and two will play any role in the future. This latter question is linked to labour
agreements and negotiations on minimum wages and is particularly complicated. In contrast to the use
(to now) of the 1969 level structure as a basis for the French framework, there is a common policy on
learning outcomes (expressed as ‘competence’) covering the entire (vocationally and professionally
oriented) education and training system. This approach is broadly accepted within initial vocational
Project Number 5471
Page | 54
ERASMUS+ KA2
education and training, and gradually so by institutions operating at higher levels of education and
training. The approach was strengthened by the 2002 law on validation of non-formal and informal
learning (VAE) and its emphasis on learning outcomes as the basis for awarding any kind of certified
qualification. The learning outcomes approach has only been partially introduced in higher education.
Traditionally, university qualifications have been input-based and very much focused on knowledge
and research. The new law of August 2009 (Loi sur les responsabilités et libertés des universités)
creates the obligation for universities to set new services dedicated to employability. This law requires
universities to improve their learning outcomes descriptions, both for employers and students. The
learning outcomes descriptions form the basis on which higher education qualifications are approved
by the CNCP, a process which has to be renewed every four years. The Ministry of Higher Education and
Research has issued (September 2012) detailed criteria for writing learning outcomes for bachelor level
(licences) divided into the following main areas: (a) common generic competence; (b) pre-professional
competences; (c) transferable competences; (d) specific competences related to broad, disciplinary
subject areas. There are also many inter-university teams working on learning outcomes with the triple
purpose of helping the implementation of the VAE, the registration of degrees in the RNCP, and
employability of students. A systematic effort is now being made to support the introduction and use of
a learning outcomes-based perspective, in particular for higher education.
A nationwide process was initiated in 2009-10 and regional meetings have been/are being held
explaining the rationale behind this approach. Initial vocational qualifications are defined according to
the same logic as for higher education qualifications, in terms of skills, knowledge and competences.
There are different forms of VET provision, though, influencing the way learning outcomes are assessed,
following four main approaches: (a) qualifications based on training modules, the learning outcomes of
each module being assessed separately; (b) qualification based on a two-block approach, theory and
practical experience, the learning outcomes of the two blocks being assessed separately; (c)
qualification linked to a single, coherent block of learning outcomes/competences requiring a holistic
approach to assessment of learning outcomes; (d) qualification based on units of learning outcomes,
which can be assessed separately, and capitalised independently of any kind of learning process. All
four operate using a learning outcomes/competence-based approach, though in different ways. The
emphasis given to transparency is demonstrated by the way the French NQF uses the Europass
certificate supplement. This format is seen as important for transparency and as relevant at all levels,
including higher education. The supplement has been strengthened as regards competence/learning
outcomes. The main focus is on the three descriptor elements – knowledge, skills and competences –
but the link to quality assurance and to validation of non-formal and informal learning is also addressed
by the framework.
Project Number 5471
Page | 55
ERASMUS+ KA2
3.2.3.2.
Validation of non-formal and informal learning
Recognition and validation of non-formal and informal learning outcomes is directly linked to formal
qualifications, as VAE specifically aims at the award of an official formal qualification (certification).
VAE procedure can be organised for all qualifications registered in the RNCP, except when a
qualification is linked to a ‘regulated profession’ (where activity made without the corresponding
qualification is illegal). No changes have been made to the legislative framework for validation in recent
years but, according to the European inventory, reform is currently under discussion at interministerial level with a view to simplifying the current provisions in the Labour and Education Codes
concerning VAE. This reform will bring clarification but is not expected to change significantly the
purpose or the content of the procedure or governance systems. Other key policy objectives at the interministerial level are encouraging use of VAE among the less qualified and improving monitoring and
data collection systems based on common indicators used at regional level.
3.2.3.3.
Referencing to the EQF
Work on referencing to the EQF has been under way since 2006 and the referencing report was
presented to the EQF Advisory Group (EQF advisory group) in October 2010. From the start, referencing
involved all ministries, social partners and other stakeholders (represented in the CNCP). The
referencing work was also supported by the EQF test and pilot projects, notably the Leonardo da Vinci
Net-testing project.
The result of the referencing can be seen in Table 2.
Project Number 5471
Page | 56
ERASMUS+ KA2
The referencing table shows the limitations of the five-level structure in terms of specificity and ability
to reflect the diversity of qualifications covered by the French framework. This is exemplified by level
1 (highest) which covers both master and doctorate, and by level 5 (lowest) which covers all initial
qualifications. The (lack) of low level vocational/professional qualifications has posed a particular
challenge. Looking at the qualifications covered by the current level 5, it could be argued (from learning
outcomes) that this broad category of qualifications covers both levels 2 and 3 of the EQF. A political
decision has been made, however, to refer all these qualifications to level 3 of the EQF. Several of the
countries represented in the EQF AG expressed some concern over this decision. Members of the
advisory group argued that the absence of lower level qualifications in the French framework (in a
worst case scenario) could prevent migrants holding qualifications at EQF level 1 or 2 from entering the
French labour market, given that equivalents officially do not exist in the French system. Debate on this
issue is now also evident at national level in France. Timing for presentation of an updated referencing
report to the EQF AG is now uncertain and will depend on revision of the level-structure and possibly
on clarification of how to deal with the lower levels of vocational/professional qualifications.
3.2.4. Analysis of the database
In qualification systems, the officially recognized training is imparted by training providers but there is
not a unique training reference for the various professional profiles. So it is difficult to precisely know
the structure of the training contained in each of these recognized certifications.
All qualification that leads to officially recognized certifications are contained in the National Directory
of Professional Certifications.
The certifications included in the inventory are recognized throughout the national territory. There are
classified by training levels and by sectors of activity. The French system establishes five levels of
qualification but they are also officially referred to the European Qualifications framework.
3.2.5. Qualitative and quantitative analysis
The certifications are classified by training levels and by sectors of activity and France establish five
levels of qualification but they are also officially referred to the European Qualifications framework.
None of the qualifications at levels 3 and 4 (EQF) potentially related to training for the development
of application for mobile devices were actually connected to the desired profile.
There are 15 qualifications for the training related to app developers equivalent to EQF level 5:
EQF Level
5
Project Number 5471
Number of qualifications
15
Details
Programmer
analyst,
Interactive media integrator,
Automation and industrial
computing
programmer
Page | 57
ERASMUS+ KA2
analyst,
Web
integrator
technician, Head of works on
computers and networks,
Web integrator technician,
Developer
analyst,
Web
designer/webmaster,
Web
developer
Multimedia
applications
developer, BTS informatics
and networks for industry and
technical services, Developerintegrator
of
intranet
solutions, BTS informatics and
networks for industry and
technical services, Developerintegrator
of
intranet
solutions, BTS computer
services in organizations,
Multimedia graphics artist,
BTS digitals systems option A:
informatics and networks,
Professional
diploma
software developer
These training courses have duration of 1000 - 1200 hours and the contents connected with app
developers have to do with programming languages.
Project Number 5471
Page | 58
ERASMUS+ KA2
3.3.
Germany
3.3.1. Institutional features
Capital: Berlin
Official languages: German
Government: Federal parliamentary constitutional Republic
President: Joachim Gauck
Chancellor: Angela Merkel
Population: 79 877 056
Area: 357,168 km2
Germany is a republic and a democracy, it is a Federal State, made up of sixteen States Regions (or
Member States). These regions have certain characteristics which move closer to them to the status of
State full, in particular because they possess their own government, their own organs of judicial exercise
of power and in certain domains their own legislature. In a general way and unless it is specified in the
Constitution ( Grungesetz), the state skills are decentralized and exercised by States. The governance of
Germany is made through a cooperation between States and through a cooperation between States and
federal government. The legislation and the administrative management concerning the education and
the culture are first of all of the responsibility of States. In the field of the vocational training, States are
responsible for the part of the training organized in the professional schools.
Project Number 5471
Page | 59
ERASMUS+ KA2
3.3.2. The structure of the school system
The German initial and continuing education and training system
Project Number 5471
Page | 60
ERASMUS+ KA2
This illustration gives an overview of the training in the German system:
Project Number 5471
Page | 61
ERASMUS+ KA2
3.3.3. Transposition of the European legislation
Germany is implementing an eight-level national qualifications framework (NQF) for lifelong learning
based on learning outcomes (German qualifications framework for lifelong learning (Deutsche
Qualifikationsrahmen für lebenslanges Lernen (DQR)). It was formally launched in May 2013 by the
joint resolution of the Standing Conference of the Ministers for Education and Cultural Affairs, the
Federal Ministry of Education and Research, the conference of Ministers for Economics of the Länder
and the Federal Ministry of Economics and Technology ( 1 ). This resolution creates prerequisites for
further steps of DQR implementation (establishment of federal government/Länder national
coordination points and indicating EQF levels on new certificates and diplomas). A complete list of
allocated qualifications to DQR levels and the DQR manual are included as annexes to the joint
resolution (2 ). Currently, the DQR does not comprise all formal qualifications. It includes the main VET
and higher education qualifications. Qualifications from general education (including the general school
leaving certificate Allgemeine Hochschulreife) are not yet included in the framework and consequently
not linked to the EQF. A decision on which levels will be included has been postponed and will be
reviewed after a five-year period. The DQR is a result of lengthy development work which started in
2006, when the Federal Ministry of Education and Research (Bundesministerium für Bildung und
Frauen) (BMBF) and the Standing Conference of the Ministers for Education and Cultural Affairs of the
Länder (Kultursminister Konferenz) (KMK) agreed to work together on it in response to the emerging
European qualifications framework. Following extensive preparatory work, a proposal for a German
NQF was published in February 2009. This proposal provided the basis for extensive testing to be
followed by full-scale implementation. The piloting stage (May-October 2009) used qualifications from
four selected sectors (information technology (IT), metal, health and trade) as a ‘testing ground’ to link
qualifications to DQR levels. A broad range of stakeholders, including experts from school-based and
work-based VET, continuing education and training, general education, higher education, trade unions
and employers, collaborated in testing the proposal. Following evaluation of the testing phase,
amendments to the original proposal were introduced, for example to level descriptors. A final
agreement on a comprehensive DQR was adopted in March 2011 by the German qualifications
framework working group (Arbeitskreis DQR) (DQR, 2011). At a high-level meeting on 31 January 2012,
stakeholders extended the agreement to align important qualifications from vocational education and
training (VET) and higher education to DQR levels.
3.3.3.1.
Level descriptors and learning outcomes
An eight-level structure has been adopted to cover all main types of German qualifications. Level
descriptors describe the competences required to obtain a qualification. The overall structure is guided
by the established German terminological and conceptual approach referring to the ability to act
(Handlungskompetenz). The DQR differentiates between two categories of competence: professional
and personal. The term competence lies at the heart of the DQR and signals readiness to use knowledge,
skills and personal, social and methodological competences in work or study situations and for
occupational and personal development. Competence is understood in this sense as comprehensive
action competence (see Table 1). Methodological competence is understood as a transversal
competence and is not separately stated in the DQR matrix. The German DQR expresses only selected
Project Number 5471
Page | 62
ERASMUS+ KA2
characteristics; the comprehensive and integrated notion of competence, underlying the DQR has a
strong humanistic and educational dimension (12). Descriptors are expressed as alternatives, such as
‘field of study or work’ and ‘specialised field of study or field of occupational activity’. The table of level
descriptors (DQR matrix) and a glossary are included in the DQR outline. The broad and inclusive nature
of level descriptors, using parallel formulations, makes it possible to open up all levels to different kinds
of qualifications. This means that higher levels are not restricted to qualifications awarded within the
Bologna process.
Each reference level maps comparable, rather than homogeneous, qualifications. One key principle of
DQR is that ‘alignment takes place in accordance with the principle that each qualification level should
always be accessible via various educational pathways’ (DQR, 2011, p. 6). Orientation to learning
outcomes is increasingly becoming standard in education, vocational training and higher education
(BMBF and KMK, 2013, p. 96). In VET, continuous development of the ability to act concept
(Handlungskompetenz), introduced in the 1990s, has gradually assumed a key role in a qualifications
definition, with clear input requirements about place, duration and content of learning. Competencebased training regulations and framework curricula with ‘learning field’ have been developed.
Competence orientation is also characteristic of the reform process in general education and
development of national educational standards (Bildungsstandards). They currently exist for German
and mathematics in primary education (Hauptschule); German, mathematics and first foreign language
for the intermediate leaving certificate (Realschule); and German, mathematics and foreign language
for the upper secondary school leaving certificate (Abitur) (ibid. p. 98). In higher education, the modular
structure and a learning outcomeoriented description of study modules are key prerequisites for
approval of a study course.
Project Number 5471
Page | 63
ERASMUS+ KA2
3.3.3.2.
Validating non-formal and informal learning and links to the NQF
Germany does not have an overall strategy for validation. Development of the NQF has, however
strengthened work on validation. A working group is examining how to link learning outcomes of nonformal education to the DQR (15). There are, however, various arrangements that permit full or partial
recognition of informally or non-formally acquired competences. Legislation for validation of nonformal and informal learning is in place in VET. This includes the external students’ examination under
paragraph 45 (2) of the Vocational Training Act and paragraph 37 (2) of the Crafts Code. These
arrangements lead to award of a full qualification (equal to those formally acquired) in a recognised
apprenticeship trade. Admission to the external exam is subject to specific employment requirements
(1.5 times the length of the formal programme). The Vocational Qualifications Assessment Law (BQFG),
introduced in April 2012, provides individuals with the right to have their foreign acquired
qualifications matched to a German qualification by a competent authority. Appropriate work
experience can be used for recognition where formal certificates are missing (see BQFG paragraph 3,
Section 1), although the law focuses on comparison of formal qualifications. General education school
leaving certificates can be also acquired through an external examination (Schulfremdenprüfung,
Externenprüfung) in all Länders, fulfilling the residence and minimum age requirements as well as
evidence of appropriate examination preparation. In higher education, two decisions of the KMK
provide the basis for validation. The first refers to access to higher education for qualified workers and
is in place since March 2009. People that hold certain vocational qualifications, without a proper upper
secondary qualification, can be admitted to higher education. The second refers to granting credits for
competence acquired at work. Procedures to credit non-formal and informal learning were developed
and tested in the ‘transitions from VET to higher education (Übergänge von der beruflichen in die
hochschulische Bildung) (ANKOM) initiative ( 16). According to these decisions, knowledge and skills
acquired outside the higher education system can be recognised up to a maximum of 50% if content
and level are equal to the equivalent of formal qualifications.
There are also several initiatives below legislative level, in form of projects or different stakeholders’
programs . These relate mainly to identification and documentation of learning outcomes and are not
generally linked to NQF developments. One of the most successful initiatives is the ProfilPASS system.
It is a system of counselling and documentation of learning outcomes based on biographical methods.
A working group was set up by the BMBF to explore possible ways of creating a systematic approach to
validation, including a possibility of further developing ProfilPASS into a validation instrument. The
German Federal Council (Bundesrat) clarified that a decision on whether, when and how to implement
arrangements for validation will be decided at national level (see Bundesrat, 2012).
Project Number 5471
Page | 64
ERASMUS+ KA2
3.3.3.3.
Referencing to the EQF
The joint steering committee set up by the federal government and the Länder in 2007 is in charge of
referencing, supported by the DQR office. The referencing report was presented in December 2012.
Gradually from January 2014 EQF and NQF levels feature on VET certificates and higher education
diploma supplements. German master craftsperson certificates show corresponding NQF and EQF
levels. Like the bachelor’s degree, they are related to level 6. From an education and training policy
perspective, this is considered a milestone ( 17). Allocation to level and reference on certificates signal
the high value and quality of this qualification. In Germany, VET qualifications are placed on nearly all
NQF/EQF levels with three year apprenticeships leading to level 4.
Project Number 5471
Page | 65
ERASMUS+ KA2
3.3.4. Qualitative analysis
1. Institution
Duration
of
the
training
2 years
E
Q
F
3
Programs
2 years
4
http://www.hhek.bonn.de/front_content.php?
idart=141; http://www.bib.de/informatikersoftwaretechnologie-kurzinformation-pb.aspx
Professional
IT specialist for 3 years
school
and application
Higher
development
Education
Institutions in all
parts
of
Germany
4
http://berufenet.arbeitsagentur.de/berufe/be
rufId.do?_pgnt_act=goToAnyPage&_pgnt_pn=0
&_pgnt_id=resultShort&status=A01;
https://www.unitrier.de/index.php?id=22587;
http://www.ausbildung.de/berufe/fachinform
atiker-anwendungsentwicklung/
Technical
college
Schmalkalden
(State University
of
Applied
Science)
University
Hof
(State
University
of
Applied Science)
Bachelor
Science
Mobile
Computing
of 3 years
in
6
http://www.fh-schmalkalden.de/MC.html
Bachelor
Science
Mobile
Computing
of 3 years
in
6
http://www.hofuniversity.de/studieninteressierte/studienang
ebot/mobile-computing-bsc.html
Technical
college
Bingen
(State
University
of
Applied Science)
University
Nordhausen
(State University
of
Applied
Science)
Bachelor
Science
Mobile
Computing
of 3,5 years
in
6
http://www.fhbingen.de/studium/bachelor/mobilecomputing.html
Vocational
schools in
parts
Germany
all
of
Professional
training schools
in
different
Länder
Project Number 5471
Qualification,
degrees,
certificates
State-certified
technical
assistant
for
computer
science
Certified
(R)
informatics / in
Software
Technology
Bachelor
of 3,5 years, 6
Engineering in 210 ECTC
InternetTechnology and
Applications
Page | 66
http://berufenet.arbeitsagentur.de/berufe/be
rufId.do?_pgnt_act=goToAnyPage&_pgnt_pn=0
&_pgnt_id=resultShort&status=A01
http://www.fh-nordhausen.de/2675.html
ERASMUS+ KA2
State University
Cooperative
BadenWürttemberg
Mannheim
Bachelor
of
Science
in
Application
Management
(dual:
repeating
3
months
at
Hochschule, 3
months
at
company)
University
Bachelor
of
Mittweida (State Engineering in
University
of Mobile Media
Applied Science)
German
Chamber
Commerce
Certified
of Systems
Manager
Project Number 5471
3
years, 6
210 ECTC
http://www.am.dhbw-mannheim.de/
3
years, 6
180 ECTC
https://www.eit.hsmittweida.de/studium/studienangebotdirektstudium/mobile-media-du-hast-es-inder-hand.html
IT EXAM
6
Page | 67
http://wis.ihk.de/weiterbildungsprofil/geprue
fte-it-entwicklergepruefte-it-entwicklerincertified-it-systemsmanager.html?tx_sbrowser_pi1[piMode]=6&tx
_sbrowser_pi1[sort]=label_profileName%3A0
&tx_sbrowser_pi1[page]=1&tx_sbrowser_pi1[exportfenster]=0&tx_sbro
wser_pi1[extended_search]=0&tx_sbrowser_pi
1[abschlussart]=7&tx_sbrowser_pi1[suchspekt
rum]=title&tx_sbrowser_pi1[seminarbeginn]=
09.05.2015&tx_sbrowser_pi1[umkreissuche]=
0.1&tx_sbrowser_pi1[pointer]=0&tx_sbrowser
_pi1[seminardauer_step]=6&tx_sbrowser_pi1[
seminarpreis_step]=6
ERASMUS+ KA2
3.3.5. Quantitative analysis
EQF Level
3
Project Number 5471
Number of
Details
qualifications
1
Staatlich geprüfter Technischer Assistent für
Informatik.
4
2
6
7
Page | 68
Staatlich geprüfte(r) Informatiker/in Softwaretechnologie
Fachinformatiker/in für
Anwendungsentwicklung
Bachelor of Science in Mobile Computing
Bachelor of Science in Mobile Computing
Bachelor of Science in Mobile Computing
Bachelor of Engineering in InternetTechnology and Applications
Bachelor of Science in Application
Management (dual: repeating 3 months at
Hochschule, 3 months at company)
Bachelor of Engineering in Mobile Media
Geprüfter IT-Entwickler / Geprüfte ITEntwicklerin (Certified IT Systems Manager)
ERASMUS+ KA2
3.4.
England & Northern Ireland
3.4.1. Institutional features
3.4.2. Structure of the School System
3.4.3. Transposition of European Qualifications
There is no single comprehensive NQF covering all levels and types of qualification in England and
Northern Ireland. The QCF mainly addresses vocational and pre-vocational education and training
(VET) areas; it does not include secondary general education (school leaving certificates) or higher
education, qualifications which are covered by the framework for higher education (FHEQ). The QCF
was referenced to the EQF in 2009 and the FHEQ to the European higher education area framework in
2008. There is currently no formal link between these two frameworks, but comparison is aided by use
of parallel level approaches supporting transparency.
The QCF is a regulatory credit and qualifications framework for England, Wales and Northern Ireland.
It is presented as a reforming framework (Ofqual, 2014) covering all levels and types of qualification,
although with the important exception of secondary and (most) higher education qualifications. The
QCF recognises skills and qualifications by awarding credit for qualifications and units. It is supposed
to enable people to gain qualifications at their own pace along flexible routes; it was formally adopted
– after a two-year trial period – in autumn 2008. The Office of Qualifications and Examinations
Regulation (Ofqual) is responsible for the daily running of the framework (taking over from the now
disbanded Qualifications and Curriculum authority (QCA). The FHEQ is not a regulatory framework but
introduces some common objectives (benchmarks) to be pursued voluntarily and provides a language
of communication supporting transparency and the positioning of qualifications to each other.
3.4.3.1.
Main policy objectives of the QCF and the FHEQ
While the policy objectives of the QCF and the FHEQ may be seen to complement each other, they also
differ in important respects.
QCF
The QCF can be traced back to the framework for national vocational qualifications (NVQ) established
in 1987. This framework – operating with five levels – was set up to deal with a diverse national VET
system. As stated by Lester (Lester, 2011), ‘the NVQ framework was developed to impose some order
in this apparent chaos and classify qualifications according to their level and occupational sector’
(Lester, 2011, p. 206). The NVQ framework was heavily criticised as being too rigid in its application
and too narrow in its scope, mainly addressing work-based awards. In 2003, it was replaced by the NQF
for England, Northern Ireland and Wales. This framework introduced an ‘eight plus one’ approach,
combining eight ordinary qualifications levels with an entry level for basic skills. The main difference
to the NVQ approach was broader scope, addressing both work and school-based (vocational) awards.
The QCF was designed, from 2003 and onwards, to replace the NQF and cover all publicly funded
qualifications, including general and vocational education, but excluding degree-awarding institutions
Project Number 5471
Page | 69
ERASMUS+ KA2
(higher education) (1). The QCF (tested between 2006-08) has the same number of levels as the NQF
(number of levels) but departs significantly by using (Lester, 2011, p. 207) ‘... units rather than
qualifications (...) as the primary currency, and all units would carry a credit rating based (as in higher
education) on one credit equalling 10 notional hours of learning’.
The QCF sets out a series of strategic benefits of the new framework:
(a) the framework is simple to understand, flexible to use and easy to navigate;
(b) the framework is responsive, so employers and learning providers can customise programs
of learning/training to meet particular needs;
(c) unit achievement is recognised and recorded;
(d) all learners have an individual learner achievement record;
(e) improved data quality in relation to qualifications and achievement for users, stakeholders
and government;
(f) the introduction of the QCF reduces administrative bureaucracy and costs.
The QCF is characterised by:
(a) introducing a regulatory and reforming approach;
(b) integrating not only qualifications, but also units, placed on levels;
(c) integration of credits;
(d) a direct link to individual learners (the learner achievement record).
When introduced, the framework was embedded in a wider political and institutional context and seen
as an instrument directly supporting national education and training policy reform. In this respect the
framework can be described as ‘tight’ or ‘strong’, as it has been by some commentators (Tuck, 2007).
The change of government policies since 2011 has directly influenced the role of the QCF. The 2014
evaluation of QCF raises questions on the regulating role of the framework and it is expected that a
wide-ranging review will take place in the next year. The scope of the QCF also seems to be under
review: while the framework was originally designed to include ‘all publicly funded qualifications’,
Ofqual refers now (Ofqual, 2014) to adult vocational qualifications.
FHEQ
A separate FHEQ has been established for England, Northern Ireland and Wales. This framework has
five levels and is based on the concept that qualification is awarded for demonstrated achievement.
These levels are comparable to levels 4 to 8 of the QCF, although a different approach (descriptors) is
used to describe them. The five levels of the FHEQ are differentiated by a series of generic qualifications
descriptors that summarise the knowledge, understanding and the types of abilities that holders are
expected to have. The FHEQ is certified against the qualifications framework in the European higher
education area (Bologna), but not against the EQF. The attitude of FEHQ in relation to the EQF is
significantly different from that signalled by the QCF. A ‘scoping group’ was set up in 2008 to explore
the relationship between FHEQ and the EQF, concluding that, while they support the lifelong learning
goals of the EQF, the group was not aware of any additional benefits which might accrue to the higher
education sector at present by referencing the FHEQ to it. The group recommends that the position can
Project Number 5471
Page | 70
ERASMUS+ KA2
be reviewed, taking into account development of the EQF and the Bologna process and monitoring of
levels of interest expressed by professional, statutory and regulatory bodies.
3.4.3.2.
Stakeholder involvement
Responsibilities for regulating the QCF and NQF are distributed between the Office of Qualifications and
Examinations (Ofqual) in England and the Council for Curriculum, Examinations and Assessment in Northern
Ireland. The QCF was originally developed, tested and implemented by the QCA. When this body was disbanded
following the change of government in 2011, Ofqual took over main responsibility for implementing the
framework.
The responsibility for the FHEQ lies with the Quality Assurance Agency for Higher Education (QAA).
3.4.3.3.
Framework implementation
The future role of the QCF is currently being discussed; the background document for the evaluation refers to
practical experiences in implementing the QCF between 2008 and 2014. The following is stated regarding
strengths of the QCF, (Ofqual, 2014, p. 24):
(a) the QCF provides a structure within which the relative size and value of qualifications can be expressed using
consistent terminology, providing the essential characteristics of a descriptive qualifications framework.
Frameworks help learners to make informed decisions and assist in decisions on funding and recruitment;
(b) the existing level structure seems to work well. The current eight levels and three entry levels are suggested
to be kept also in the future;
(c) the qualifications framework makes it possible to explain to learners how qualifications relate to each other
and also ensures that awarding institutions design and market their qualifications accurately. This function needs
to continue.
However, while these descriptive functions are seen as important, the consultation document raises fundamental
questions over the reforming and regulatory role played by the QCF: (Ofqual, 2014, p. 24) ‘Our review of the QCF
did not identify any issues with the use of descriptive frameworks, just with the prescriptive design features
required by the regulatory arrangements for the QCF’. The main issues raised (Ofqual, 2014, pp. 24-25) are:
(a) while the structure of the QCF was designed to support credit transfer, in practice there have been very low
levels of take up for this and the projected benefits of a credit system have not been realised;
(b) unit sharing (2) has not contributed to reducing the number of qualifications; after the introduction of the
QCF the number of qualifications/units has increased by 10 000;
(c) there is a feeling that the requirement to unit share has damaged innovation and development;
(d) regulatory arrangements impose an approach to assessment which requires students to satisfy all assessment
criteria. This leads to over-assessment. The unit level focus is not easily compatible with synoptic and end-point
assessment;
(e) the overall validity of qualifications is not sufficiently addressed; the focus on unit assessment draws attention
away from overall validity.
While these are the main points made by Ofqual, responses to the consultation will show whether other
stakeholders share these views. Ofqual, in line with what is said above, suggests removing existing regulatory
arrangements for the QCF and replacing them with ‘general conditions’ for qualifications currently administered
by Ofqual.
Project Number 5471
Page | 71
ERASMUS+ KA2
3.4.3.4.
Level descriptors and learning outcomes
The QCF comprises nine levels from entry (subdivided into entry levels 1 to 3) to achievement at level 8.
The descriptors provide a general, shared understanding of learning and achievement at each of the nine levels.
They are designed to enable their use across a wide range of learning contexts and build on those developed
through the Northern Ireland credit accumulation and transfer system, the existing level descriptors of the NQF,
and a range of level descriptors from frameworks in the UK and internationally. The five upper levels are
intended to be consistent with the levels of the FHEQ in England, Wales and Northern Ireland.
Level is an indication of the relative demand made on the learner, the complexity and/or depth of achievement,
and the learner’s autonomy in demonstrating that achievement. The level descriptors are concerned with the
outcomes of learning and not the process of learning or the method of assessment. The indicators for each level
are grouped into three categories:
(a) knowledge and understanding;
(b) application and action;
(c) autonomy and accountability.
Apart from the levels, the QCF consists of a system of units and credits. One credit is based on 10 hours of learning,
regardless of where and when the learning took place. The QCF also includes principles for assembling
qualifications from units, specifying which units must be achieved for each qualification. A set of principles for
recognising prior certified and non-certified learning is also included.
The learning outcomes approach underpins the English and Northern Irish qualifications systems. Actively
promoted since the 1980s, this perspective is broadly accepted and implemented.
3.4.3.5.
Validating non-formal and informal learning
There is no comprehensive validation strategy or policy covering all sectors of education in England or Northern
Ireland. Recognition of prior learning (RPL) is understood to refer to recognition of prior non-formal and
informal learning. In relation to the QCF, RPL can lead to the award of units or full qualifications. In higher
education, it is used for both admissions and exemptions, but most university regulatory frameworks limit RPL
credit to between half and two thirds of an award.
RPL is available through the QCF that awards formal qualifications. Individuals can apply for exemption from
credits based on their work-based learning. Non-formal certificated learning (employer in-house training, adult
and community learning or other types of certified training) can also serve to provide credit exemption. Unlike
the QCF, the NQF does not include any reference to RPL. Further, the QCF enables a much wider application of
RPL than the NQF, because its units of assessment allow for wider recognition of a set of achievements, as
individuals do not have to demonstrate completion of a full qualification to be awarded credit.
In higher education, the fundamental premise of the FHEQ is that qualifications should be awarded based on
achievement of outcomes and attainment, rather than years of study. The responsibility for RPL (formerly
referred to as accreditation of prior (experiential) learning) lies with the awarding organisation (as that is where
ultimate responsibility for academic standards lies). Although there is no legislation that regulates RPL for higher
education, there is a long tradition of RPL and encouraging mature students to participate. Since 2010, the QAA
has introduced the quality code for higher education. This sets out the ‘expectations’ that all providers of UK
Project Number 5471
Page | 72
ERASMUS+ KA2
higher education are required to meet (the code applies to England, Wales, Northern Ireland and Scotland). Each
expectation is accompanied by a series of indicators that reflect ‘sound practice’, and through which providers
can demonstrate they are complying. RPL is given significantly more emphasis in the new quality code and is
specifically included in a chapter entitled ‘assessment of students and the RPL’ (Chapter B6, which refers only to
experiential learning, not credit transfer) as well as in the chapter on admissions (Chapter B2).
Recording progress and achievement in non-accredited learning (RARPA) is another route by which individuals
can have their prior learning validated. It relates mainly to adult and community learning and is compulsory in
some specific projects, mainly related to second-chance education. Guidance on the application of RARPA has
been prepared by the National Institute for Adult and Continuing Education which also provides events and
training for practitioners in the application of RARPA.
There are also many qualifications not included in the QCF, NQF or FHEQ which can be achieved through
validation, as it is up to the learning provider to decide what processes individuals are required to undertake to
obtain the qualification in question.
3.4.3.6.
Referencing to the EQF
The QCF was referenced to the EQF in February 2010 as a part of the overall UK referencing process. The
relationship was established as shown in Table 1.
The FHEQ is not referenced to the EQF. While this option was discussed during the referencing process,
agreement was not reached. As the five upper levels of the QCF are consistent with the FHEQ, an implicit and
indirect link is established. Preparations are under way for presenting an updated referencing report to the EQF
advisory group. Such a report would make it possible to revisit the linking of the FHEQ to the EQF.
Project Number 5471
Page | 73
ERASMUS+ KA2
Project Number 5471
Page | 74
ERASMUS+ KA2
3.4.4. Quantitative and Qualitative analysis
Plenty of FE Accredited IT qualifications provide progression for those who wish to develop or support
ICT as a career. These training are based on National Standards and developed in collaboration with eskills UK.
The database a wide range of qualifications ranging from NQF Entry Level Qualifications (Level1) to the
Higher Level Qualifications (Level 4 in the NQF or above) including vocational and work-related
qualifications. This report will focus on training from level 3 to 5.
3.4.4.1.
Education Level 3 Diploma (QCF)
There are a number of qualifications available at NQF Level 3 in the field of Information Technology,
Applied Computing, Applied Information Technology, Information Technology, Software Engineering,
Computer Studies.
At this level NQF Level: there is a large number of accredited qualifications :












AS and A level
Advanced Extension Award
Cambridge International award
International Baccalaureate
Key Skills level 3
NVQ level 3
Advanced diploma
Progression diploma
BTEC award, certificate and diploma level 3
BTEC National
OCR National
Cambridge National
Example of Level 3 Diploma : AS & A levels
Award/ Certificate/ Number of qualifications
Diploma
CCEA Level 3 Advanced Subsidiary GCE in
AS in Applied ICT
Information and Communication Technology
(three units); AS in
Project Number 5471
Page | 75
EQF Levels
EQF Level 3
ERASMUS+ KA2
Applied ICT Double
Award (six units)
OCR Level 3 Advanced Subsidiary GCE in
Applied Information and Communication
Technology
Pearson Edexcel Level 3 Advanced Subsidiary
GCE in Applied Information and
Communication Technology
GCE in Applied ICT (six
units); or
CCEA Level 3 Advanced GCE in Applied
Information and Communication Technology
EQF Level 3
OCR Level 3 Advanced GCE in Applied
Information and Communication Technology
Pearson Edexcel Level 3 Advanced GCE in
Applied Information and Communication
Technology
GCE in Applied ICT
Double Award (twelveunits)
Pearson Edexcel Level 3 Advanced GCE in
Applied Information and Communication
Technology (Double Award)
EQF Level 3
Example of Level 3 Diploma : BTEC
Related to EQF Level 3, BTEC Nationals provide specialist, work-related learning across a range of sectors.
Delivering the knowledge, skills and understanding students need to prepare for their chosen career, BTEC
Nationals offer progression to higher or further education or into employment.
BTEC Level 3 Nationals are equivalent in standard to A levels. They’re suitable for students aged 16 and over.
BTEC Nationals are delivered in further education colleges, sixth-form colleges, schools and other training
providers.
o
o
o
o
Pearson BTEC Level 3 90-credit Diploma in IT (QCF)
Pearson BTEC Level 3 Diploma in IT (QCF)
Pearson BTEC Level 3 Extended Diploma in IT (QCF)
Pearson BTEC Level 3 Subsidiary Diploma in IT (QCF)
Other level A qualifications with relation to the field of mobile apps:
o
o
OCR Level 3 Advanced Subsidiary GCE in Computing
City & Guilds Level 3 Award for IT Users (ITQ) (QCF): C&G L3 SPECIALIST SOFTWARE - IPHONE
APPS
Project Number 5471
Page | 76
ERASMUS+ KA2
All qualifications are Level 3 in the National Qualification Framework (NQF).
EQF Level 3 Qualification provide an introduction to computing and equips pupils with the necessary study
skills to succeed in higher education. They will be introduced to essential concepts of computer programming,
practical IT skills and mathematical concepts and techniques to further understanding of computing.
3.4.4.2.
Education Level 4 Diploma in the field of ICT (QCF)
The qualification is equivalent to the first year of an IT degree qualification in the university system.
On successful completion of the qualification students will be able to embark on NCC Education's Level
5 which is equivalent to the second year of a UK Bachelor's.
Number of Education Level 4 Diploma in the field of ICT

Pearson BTEC Level 4 HNC Diploma in Computing and Systems Development (QCF) : 4
Available at Levels 4 and 5, these specialist vocational qualifications teach learners the key concepts
and practical skills for direct progression to, or within, employment. Units offered include business
skills for e-commerce, computer systems, emerging technologies, systems analysis and design, website
design and IT management. 120 credits.

City & Guilds Level 4 Diploma in ICT Professional Competence (PROCOM) (QCF) : 1
These comprehensive qualifications are ideal for anyone looking for a career in ICT, wishing to
improve their professional ability or hoping to progress in their role. You can choose the skills and
knowledge you require to specialise in anything from office equipment servicing to software
development and games design.

Level 4 HNC Diploma in Interactive Media (QCF) : 1
Here you’ll find support for teaching and studying BTEC Higher Nationals in Interactive Media (QCF).
Available at Levels 4 and 5, these specialist vocational qualifications teach learners the key concepts and
practical skills for direct progression to, or within, employment.
Units offered include interactive media design and prototyping, animation techniques, computer
programming principles, audio visual techniques and website creation and management.

Level 4 HNC Diploma in Creative Media Production (QCF) : 1
Project Number 5471
Page | 77
ERASMUS+ KA2
EDEXCEL BTEC LEVEL 4 HNC DIPLOMA The Edexcel BTEC Level 4 HNC in Creative Media
Production is a qualification with a minimum of 120 credits of which 30 are mandatory core. The
Edexcel BTEC Level 4 HNC programme must contain a minimum of 65 credits at level 4.
EDEXCEL BTEC LEVEL 5 HND DIPLOMA The Edexcel BTEC Level 5 HND in Creative Media
Production is a qualification with a minimum of 240 credits of which 65 are mandatory core. The
Edexcel BTEC Level 5 HND programme must contain a minimum of 125 credits at level 5.
3.4.4.3.
Education Level 5 Diploma (QCF)
Level 5 correspond to Foundation Degrees, Diplomas of Higher Education and Higher National Diplomas:

Level 5 Diploma in Computing and Systems Development (QCF) : 3

Level 5 Diploma in Product Design and Development: 1

Level 5 Diploma in interactive Design/ Media: 2

Level 5 Computing (Software Development) : 2

Level 5 Diploma In Professional Software Development : 1

Level 5 Diploma in Creative Media Production (QCF): 4
On successful completion of the qualification students will be able to complete the final year of a degree
at one of the many universities, or pursue a career in the IT industry.
Project Number 5471
Page | 78
ERASMUS+ KA2
3.5.
Italy
3.5.1. Institutional features
Capital: Rome
Official languages: Italian
Government: Unitary parliamentary constitutional republic
President: Sergio Mattarella
Prime minister: Matteo Renzi
Population: 60 365 286
Area: 301 338 km2
Italy is a parliamentary republic since 1948, it consists of twenty regions, among which five benefit from
a higher level of autonomy (Trentin-Haut-Adige, Friuli-Venetia julienne, Aosta Valley, Sicily, and
Sardinia), 107 provinces and 8100 municipalities. At the regional level the executive power rests(bases)
in the hands of a regional Office(Desk) with which the president is elected in the direct universal
suffrage. The legislative power is exercised as for him by the regional council the members of which are
also elected in the direct universal suffrage.
The State, through the Ministry of Education, Universities and of the Search(Research) ("MIUR"),
establishes the fundamental legislative principles regarding education. Regions have the power to
complete and to decline locally the principles promulgated at the national level, this in particular at the
level of the organization of the network of schools; of the determination of the school
calendar(timetable); and of the management of funds(collections) intended for the private education.
On certain subjects, regions have exclusive legislative powers, it is the case on the professional training
and the vocational training. In a general way, regions work in association with the
services(departments) decentralized by the Ministry of Education, Universities and the
Search(Research) that are the regional school offices(desks) (" Uffici Scolastici Regionali "), who are
declined at the provincial level, " Uffici Scolastici provinciali ".
The municipalities and the provinces are respectively administered by the town and provincial councils.
These local authorities have responsibilities at various levels of the Italian education system. Provinces
are in particular in charge of the built in the second cycle of the secondary education, of the opening
and the closure (lock) of establishments. Municipalities have certain skills (who(which) the
area(extent) varies regionally and according to provinces) at the level of the systems of pre-primary,
primary education(teaching) and the first cycle of the secondary education. Generally, they have in load
(responsibility) the school organization of the catering and the transport.
Project Number 5471
Page | 79
ERASMUS+ KA2
3.5.2. The Structure of the School System
The Italian initial and continuing education and training system
Project Number 5471
Page | 80
ERASMUS+ KA2
3.5.2.1.
Initial vocational education and training
The Italian education and training system is divided in pre-primary school, first cycle of education,
second cycle of education, and higher education. Full-time education is compulsory and free for 10 years
for all children between usually 6 and 16.
It begins with the first cycle, which includes primary and lower secondary education. This cycle takes 8
years: five years of primary education and three of lower secondary education, and is subdivided into
5 learning periods of one or two years. It. On completion of the cycle, a diploma is given as a result of a
State examination, the Diploma di licenza conclusiva del primo ciclo di istruzione (Lower secondary
school leaving diploma) EQF level 1.
The second cycle of education includes pathways of various duration, divided into two main branches:
Upper secondary education, under the competence of the Ministry of Education, taking 5 years, and
Vocational Education and Training under the competence of Regions, taking 3 or 4 years. Within the
second cycle, at the age of 15, students complete their compulsory school period and receive a
Compulsory education certificate, EQF level 2, and then continue to fulfil the right/duty to education
and training. Under the current educational law the right/duty to education applies for 12 years, from
6 to 18, or until the student obtains a vocational qualification by the age of 18. The right/duty to
education and training can be fulfilled also in the regional VET system or in apprenticeship programs
aimed at obtaining a VET qualification.
There are three types of Upper secondary schools: High school, technical institute, Profesional institute.
High school offer a wide range of pathways: artistic, classical, human sciences, linguistic, music and
dance, scientific. Some of them offer further options, such as economy or applied sciences. Technical
and Vocational Institutes also offer a wide range of specializations and options in the Economic and
Technological sectors (technical schools), in the Services and Industry and Crafts sectors (vocational
schools). All Upper secondary school paths lead to a Diploma (di istruzione liceale, tecnica,
professionale) (Upper secondary education diploma), Eqf level 4, upon successful conclusion of a State
examination. An Upper secondary school diploma is the minimum requirement to enter Higher
Education programs.
The actors involved in the governance of the Italian education and vocational training system :
Ministry of education University and Responsible for setting the minimum
research
public service performance levels for the
education system
Ministry of Labor and Social Policies
Responsible for setting the minimum
public service performance levels for the
vocational training system
Regions and Autonomous Provinces
Administrations in charge of planning,
organizing and supplying VET
Social partners
Contribute to designing and organizing
active labor policies and particularly VET
policies
Project Number 5471
Page | 81
ERASMUS+ KA2
3.5.2.2.
Continuing education and training
Commercial offers a several courses for app development. Private Italian companies give three forms
of courses: online, face-to-face and blended. These courses vary between 24 and 112 hours but only one
course delivers a certification.
The VET system, which falls under the competence of the Regions, is part of the national education and
training system, and is organized in two basic pathways: three-year courses, leading to the award of
Attestato di qualifica di operatore professionale (Professional operator certificate) EQF level 3,
and four-year courses, leading to a Diploma professionale di tecnico (Professional technician diploma),
EQF level 4. The first two years of study provide guidance for students about vocational specialization,
in order to raise their awareness about the chosen path.
Project Number 5471
Page | 82
ERASMUS+ KA2
3.5.3. Transposition of European legislation
In recent years, Italy has carried out technical work pointing towards a national qualifications
framework (NQF). Since 2003, reforms have been implemented in education and training (upper
secondary general education and vocational education and training (VET) and higher education)
preempting the principles of a learning outcomes-based NQF. There is clear need to create a national
register of qualifications to ensure wide recognition of skills (European Commission, 2014).
Responsibility for taking this initiative forward is shared between the Ministry of Labour and Social
Policies and the Ministry of Education, University and Research; the process is supported by regions
and social partners. In spite of not having a comprehensive NQF in Italy, work has been done to
reference public national formal qualifications directly to the eight European qualifications framework
(EQF) levels, as described in the Italian referencing report adopted in December 2012 and presented to
the EQF advisory group in May 2013 (Italian technical working group, 2012). The report focuses on
describing all levels and subsystems of formal education and training, along with the formal
qualifications awarded throughout, and on referencing them to the EQF in line with the 10 European
criteria, describing accompanying choices of method and procedure. The referencing process is work
in progress as is an attempt to put the NQF in place, in dialogue with all national stakeholders. As for
higher education, the Italian qualifications framework for higher education (Quadro dei Titoli Italiano
dell’Istruzione Superiore) (QTI) was published in 2010 by the Ministry of Education, University and
Research. It is linked to the official European higher education area website, but the selfreferencing
process is not yet completed.
Work on the referencing process started in 2008 and has been carried out by a technical group, in close
cooperation with the relevant education and training authorities, regions and social partners. The work
has served to underpin parallel reform processes contributing towards a more coherent education and
training system in line with European principles.
3.5.3.1.
Level descriptors and learning outcomes
Italy uses a learning outcomes approach and EQF level descriptors as a basis for further developments.
The eight EQF levels and level descriptors have been used directly in the Italian referencing process to
link all national qualifications from formal education and training to the EQF.
In the existing framework for higher education (QTI), Dublin descriptors are used nationally for three
cycles agreed within the Bologna process. More specific descriptors are being defined for each
programme by universities. Italian education and training has introduced the learning outcomes
approach at national and regional levels, with each subsystem having its own characteristics. Over the
past decade the whole education and training system has been gradually reformed; a process which is
still going on. At upper secondary level, there are three main pathways: general (licei), technical and
vocational education. Each pathway lasts five years, leading to a diploma, and learning outcomes are
linked to the EQF. In vocational training, where regions have the main responsibility with strong focus
on competences, there are two different possibilities; a three-year or a fouryear pathway. Both lead to
a diploma and a qualification acknowledged at national level. The four-year course can open up higher
Project Number 5471
Page | 83
ERASMUS+ KA2
education options, provided the student takes an additional year and sits a State exam. The higher (nonacademic) technical education and training pathway (Istruzione e formazione tecnica superiore) (IFTS)
used a national standard system based on competences from 2000. After the decree of 25 January 2008,
the national committee on IFTS agreed to update the standards to make them more coherent with the
learning outcomes approach. With this 2008 amendment, IFTS was reorganised and higher technical
education (istruzione tecnica superior – (ITS)) was established, higher technical education and training
courses organised by higher technical institutes with qualifications awarded by the Ministry of
Education. IFTS courses last one year, ITS courses two. Both types of curricula are made up of units
consistent with the learning outcomes approach. They are linked to EQF levels. In academic education
(universities) policy-makers strengthened the need to align diplomas and certificates to commitments
of the Bologna process. In particular, the national decree reforming the academic system (first cycle,
three years) and the master’s degree (laurea magistrale) (second cycle, two years) states that new
programs have to be based on learning outcomes compatible with the Dublin descriptors. Higher
education is currently under reform, aiming to move the higher education system closer to the
European standards designed by the Bologna process. Validating non-formal and informal learning and
links to the NQF ( 3 ) In general, the approach to validation in Italy until 2012 could be considered
mostly bottom-up; however, from 2012, a new trend emerged in which the bottom-up experiences
started to converge methodologically and resulted in certain top-down measures.
All the Italian qualification authorities, and especially the regions, formally engaged in establishing the
NQF, based on learning outcomes and including a comprehensive credit and validation system. Law
92/2012, reforming the labour market, foresees creation of a national system of competence
certification and validation of non-formal and informal learning as key elements to implement lifelong
learning. Subsequently, in January 2013 the government adopted Legislative Decree 13/2013 on
national certification of competence and validation of non-formal and informal learning, which has an
implementation phase of 18 months. This decree establishes the ‘national register of education, training
and professional qualifications’ which is the single framework for certification of competences. The
decree states that every qualification can be accessible by validation of non-formal or informal learning,
and defines the principles and institutional responsibilities and tasks of the different actors in relation
to validation. It also defines three types of standards: process, attestation and system. Until
implementation of the 2013 decree is finalised, validation systems vary in their scope and degree of
implementation in each of the Italian regions. In most cases, validation mainly deals with professional
or VET regional qualifications. In the more advanced regions, introduction of the ‘citizen learning
booklet’ (libretto formativo del cittadino) is already integrated. It is a tool to record citizens’ learning
history and acquired competences. Full implementation of the validation system is foreseen to take
from March 2013 to September 2015 (18 months), guided by work already done by the regions. A
memorandum of understanding signed by several regions agrees to exchange experiences, tools and
technical devices regarding competence recognition. Several pilot projects have been carried out,
mainly in the construction, maintenance services’, welfare and tourism sectors.
Project Number 5471
Page | 84
ERASMUS+ KA2
3.5.3.2.
Referencing to the EQF
A referencing report was presented to the EQF advisory group in May 2013. National qualification
descriptors have been analysed in terms of learning outcomes and mapped directly to EQF level
descriptors. In the current report, Italy referenced its formal qualifications (general education, VET and
higher education qualifications), awarded by Ministry of Education and University, and those awarded
by the regions in the State-regions agreement. Only qualifications that are still awarded are included in
the report and referenced to the EQF. These qualifications are used by 90% of people involved in
education and training activities in Italy. Other qualifications awarded by the regions, licences for
regulated professions and private qualifications, are not included and will be dealt with in the second
stage of referencing. The first Italian referencing report represents an important milestone for further
developments.
The qualifications at EQF levels 6 to 8 present a particular challenge, as information on higher education
qualifications is limited. There are several types of diplomas at these levels, but it is not clear whether
they are all fully included in the framework for higher education. On the website (4 ), they are listed
separately as ‘other qualifications’. Some qualifications such as first level university master
(universitario di primo livello) are classified in level 7. However, ‘the student could acquire this
qualification without fulfilling all the conditions of a typical level 7 qualification (like a real master) and
without giving the degree holder access to a specialised higher education cycle/level qualification’
(Italian technical working group, 2012, p. 15). There are six types of diplomas linked to EQF level 8, one
being the higher specialisation diploma or master (II) (diploma di perfezionamento) with 60 credits. As
for VET, it can start from age 14 in the ’second cycle’ of education, either as a five-year technical or
vocational pathway in the State upper secondary system, or in the VET system under the regions,
Project Number 5471
Page | 85
ERASMUS+ KA2
providing three- and four-year pathways. Further possibilities include higher technical education and
training at post-secondary level. The ITS diploma (diploma di tecnico superiore) is placed at level 5.
Referencing to the EQF is ongoing, in dialogue with all stakeholders.
3.5.4. Qualitative analysis
3.5.4.1.
Initial Vocational education and training (IVET)
Three and four year education and vocational training courses (Regions) : for students who have
completed their first cycle of education. A vocational certificate is awarded on the completion of threeyear vocational courses and a vocational diploma is awarded on the completion of four-year courses.
Upper secondary school (States): is provided by lyceums, technical institutes and vocational institutes.
On completion of the 5 year path students sit an exam and if successful are awarded an upper secondary
school diploma.
3.5.4.2.
Technical and Professional Education
At the end of five-year upper secondary education pathways and after passing a final State examinations
there are two types of qualifications:
Technical education diploma
Vocational education diploma
3.5.4.3.
Description of the specialization and the
competencies acquired
Description of the specialization and the
competencies acquired
Post-secondary Vocational Qualification Courses
Regional courses (400-600 hours) generally co-financed by the European Social Fund. On completion,
a regional vocational certificate commonly referred to as a second level qualification is awarded. In
particular, they cater for young unemployed people, migrants and disabled people holding a three or
four-year vocational training qualification or an upper secondary school diploma. The professional
profiles and skills that can be acquired through them vary depending on the specific employment and
skills needs of the Regions. This kind of formation reports level 4 EQF.
Institution
Diploma
Elis ICT Academy
Master
Development
of Mobile
Applications and Services : 5 Application(Android),
months + 4 months stage
Project Number 5471
Program
Page | 86
ERASMUS+ KA2
Web Application, Cloud
Platform
IFOA
Mobile application developer:
950 hours (470 theory and
Currently no programs
480 stage)
ForCom
Mobile application developer: Overview Systems Tablet
1 year + stage
and
Smartphone;
Operating systems iOS,
Android and Windows
Mobile; Web server,
Application Server; PHP
and JSP; Structure of an
Android application; The
manifest; The interface
Parcelable Android [...];
Only the Elis ICT Academy and the ForCom will be operational for the academic year 2015-2016. For
the thirdly school “IFOA” she still on demand and should care to a formation on Mobile Application
Developer.
3.5.4.4.
Education and higher technical education (IFTS)
Still refer to the technical/professional skills of the 49 higher technicians’ profiles set at national level,
or to those established on the basis of specific regional needs within the framework of experimental
projects approved by the Regions. Besides these, the courses should provide students with basic and
transversal skills (language, science, technology, law, economic, organisation, communication and
human relations). They usually last 2 semesters (800/1 000 hours in total) and lead to a Higher
Technical Specialisation Certificate (EQF level 4) valid both at national and European level.
A) Region Emilia Romagna
1) Province of Bologna has two institutions, the “Associazione CNOS-FAP Regione Emilia-Romagna”
and the “Ecipar Bologna” with respectively a course Technician for communication and multimedia and
a course “Higher technical designer and developer of cross-platform applications via web technology
for publishing content for smartphones and tablets”. These courses of level 5 EQF are operational for
the academic year 2014-2015 and cover 1000 hours.
2) Province of Ferrara has two institutions, the “Consorzio Ferrara Innovation”and the “Form.Art. Soc.
Cons. a R.L.” with respectively a course "Higher level technician for the design and development of
computer applications -App Developer environments IOS and Android" and a course “Upper technician
for the design and development of software -Specialization in web-based solutions”. These courses of
level 5 EQF are operational for the academic year 2014-2015 and cover 1000 hours.
Project Number 5471
Page | 87
ERASMUS+ KA2
3) Province of Modena has one institution “Nuova Didactica” with a course “Upper technician for the
design, development and management of IT applications” who corresponds to level 5 EQF and is
operational for the academic year 2014-2015 and covers 1000 hours.
4) Province of Parma has one institution “Cisita Parma” with a courses “Higher technical specialist in
computer applications mobile skills HTML5, Android, IOS and crossplatform” ” who corresponds to
level 5 EQF and is operational for the academic year 2014-2015 and cover 1000 hours.
5) Province of Rimini has two institutions the “Cisita Parma” and the “FONDAZIONE En.A.I.P. S.
Zavatta” with respectively a course “Higher level technician for the design and development of
computer applications with knowledge of robotics” and a course “Upper technician for the promotion
of tourism specialized in web tools and social”. These courses of level 5 EQF are operational for the
academic year 2014-2015 and cover 1000 hours.
B) Region Friuli
1) Province of Udine has one institution the “Consorzio Friuli Formazione” with a course “Tecniche di
produzione multimediale” who corresponds to level 4 EQF and is operational for the academic year
2014-2015 and covers 1000 hours.
C) Region Lombardia
1) Milano has three institutions:
- “Foundation Technical Institute Angelo Rizzoli for Information Technology and Communication” who
gives a course “App developer: program and publish mobile applications”
- “ITIS Feltrinelli“ who gives a course “Techniques for the design and development of computer
applications”
- “Scuola Superiore del Commercio del Turismo dei Servizi e delle Professioni” who give a course
“WebApp developer and Web 2.0 sites. Techniques for the design and development of computer
applications”
All these courses are included in the level 4 EQF are operational for the academic year 2014-2015 and
cover 1000 hours.
2) Mantova has one institution the "lstituto Superiore E. Fermi" with a course “Technical design and
development of computer applications” who corresponds to the level 4 EQF and is operational for the
academic year 2014-2015 and cover 1000 hours.
3) Pavia has one institution the "Fondazione Le Vele" with a course “Technics for the design and
management of databases” who corresponds to the level 4 EQF and is operational for the academic
year 2014-2015 and cover 1000 hours.
4) Vigevano has one institution the "E.L.Fo.L. Ente Lombardo Formazione Lavoratori" with a course
“Specialization IFTS in techniques for the design and development of computer applications” who
corresponds to the level 4 EQF and is operational for the academic year 2014-2015 and cover 1000
hours.
Project Number 5471
Page | 88
ERASMUS+ KA2
D) Region Toscana
1) Firenze has three institutions:
- I.I.S.GOBETTI- VOLTA with a course of “Technical design and implementation processes of posts /
communicative products”
- CENTRO STUDI TURISTICI with a course of “Technical design and implementation processes of posts
/ communicative products”
- I.I.S. BIANCIARDI with a course of "Technical design and implementation processes of posts /
communicative products"
All these courses are included in the level 4 EQF are operational for the academic year 2013-2014 and
cover 1000 hours.
2) Pisa has one institution the “COPERNICO” and gives one course of "Responsible for the design of
procedures and software applications" and the course is included in the level 4 EQF who is operational
for the academic year 2013-2014 and covers 1000 hours.
3) Pistoia has one institution the "I.I.S. DATINI" and gives one course of "Technical design and
implementation processes of posts / communicative products" and the course is included in the level
4 EQF who is operational for the academic year 2013-2014 and covers 1000 hours.
Higher Technical Institutes (ITS)
Is constituted by:
-
A technical/professional upper secondary institute, state or paritario school (i.e. non-state
schools that on request have been granted equal status in the national education system), located
in the same Province as the foundation;
-
A training organisation accredited by the Region for higher training located in the same Province
as the foundation;
-
An enterprise belonging to the productive sector covered by the Higher Technical Institute;
-
A university department or some other organisation that is part of the scientific and
technological research system;
-
A local body
Project Number 5471
Page | 89
ERASMUS+ KA2
3.5.4.5.
Provincial centers for adult education (CPIA)
First level education courses
All those over 16 years old
Second level education courses
Obtain a technical, professional and artistic
preparation diploma
Literacy and Italian language courses
Open to adults with a non-Italian
citizenship, of working age and in
possession of a residency permit. The
qualification
is
useful
for
the
accomplishment of procedures required by
the innovations in the fields of immigration
and integration.
There are three directions one for culture, another one for the information and finally for the
technology. There are 52 institutions all over Italy but no courses devoted to app development.
Project Number 5471
Page | 90
ERASMUS+ KA2
3.5.5. Quantitative analysis
3.5.5.1.
Initial Vocational Education Training
At the end of three-year and four-year vocational education and training pathways, after passing a
final examination in accordance with regional regulations the following qualification can be issued:
Level EQF 2
Level EQF3
Level EQF 4
Certificate of professional Certificate of professional Certificate
of
operator (region) = three- technician (region) = four- professional operator =
year education
year education
five-year education
Example
Example
Example
Three-year
Diploma Four-year Diploma operator Five-year
Diploma
operator electronic; 11 electrician; 5 schools
operator electronic; 9
schools
schools
Actually they do not do any Actually they do not do any
programming
programming
3.5.5.2.
Technical and Professional Education
At the end of five-year upper secondary education pathways and after passing a final State examinations
there are two types of qualifications:
Technical education diploma
Vocational education diploma
Description of the specialization and the
competencies acquired
Description of the specialization and the
competencies acquired
Professional Institute (IP)
A formation of 5 years in app development but actually courses learns only some basic elements of
computing. There are four formations to do app development in Italy and correspond to the level 4 in
EQF.
Regions
Project Number 5471
Number of schools
Page | 91
Formation app
development: Address
equipment-Installationstechnical services
ERASMUS+ KA2
Abruzzi
43
6
Basilicata
27
2
Calabria
81
9
Campania
213
25
Emilia-Romagna
109
15
Friuli Venezia Giulia
41
7
Lazio
144
8
Liguria
37
6
Lombardia
268
19
Marche
48
13
Molise
15
0
Piemonte
125
12
Puglia
142
30
Sardegna
66
7
Sicilia
171
9
Toscana
101
15
Trentino-Alto Adige
25
0
Umbria
37
6
Valle d'Aosta
6
0
Veneto
130
19
TOTAL
1829
208
Technical institute technology sector (ITT): a three years of specialization in information and
telecommunication and they can develop prototypes of apps. The main sector is technology with the
direction “information technology and telecommunications”. This technical institute belongs to the
level 4 EQF.
Project Number 5471
Page | 92
ERASMUS+ KA2
Technical
Institute
industry
Technology
(ITT)
Schools
ITT
Direction
data
processing
Direction
telecommunication
Direction information
and
telecommunication
Abruzzo
43
11
4
9
Basilicata
27
5
2
6
Calabria
81
15
8
15
Campania
213
42
12
15
EmiliaRomagna
109
24
5
26
Friuli Venezia
Giulia
41
6
4
8
Lazio
144
35
7
36
Liguria
37
6
3
9
Lombardia
268
61
24
65
Marche
48
9
7
9
Molise
15
3
0
3
Piemonte
125
25
7
26
Puglia
142
37
8
31
Sardegna
66
11
1
11
Sicilia
171
32
8
35
Toscana
101
22
3
21
Trentino-Alto
Adige
25
6
1
0
Umbria
37
7
1
7
Valle d'Aosta
6
0
0
0
Veneto
130
31
9
31
TOTAL
1829
388
114
363
Project Number 5471
Page | 93
ERASMUS+ KA2
3.5.5.3.
Education and higher technical education Post-secondary/ non-tertiary
education
Higher technical education and training Higher technical specialization certificate is
(IFTS) = level 4 EQF
awarded by Regions. These courses are given for
one year (1000 hours) change every year and are
approved by the Regions. For the education
qualification framework is correspond to level 4
and the qualification is a higher technical diploma.
Higher technical institutes(ITS) = level 5 Higher technical education diploma is awarded by
EQF
Ministry of education for people with an upper
secondary education diploma. There are seven
schools with courses of 2000 hours, included stage,
devoted to App Development. ITS technological
areas regroup :
-
Energy efficiency
-
Sustainable transport Systems
-
New life technologies
-
New technologies
products
-
Innovative technologies for
resources and activities-tourism
-
ICT
for
typical
Italian
cultural
For the Higher technical education and training (IFTS) in Italy four Regions develops programmed
courses.
Higher technical institutes(ITS) = level 5 EQF
Region
Province
Institution
Emilia
Romagna
Cesena
ITS "Blaise Pascal" Technician for the
organization and the
use of information and
knowledge
2 years + 5
stage
(2000
hours)
Lazio
Roma
ITS "Via della Technical
Specialist
Vasca Navale" EX Videomaker
and
5
Project Number 5471
Formation
Page | 94
Length of Level
courses
EQF
ERASMUS+ KA2
ISCT
"Roberto operator's Multimedia
Rossellini"
Editor
Liguria
Genova
Istituto Tecnico
Superiore
Tecnologie dell'
informazione
e
della
comunicazione
Upper technician for
the "Development of
applications
and
systems
for
environments
and
platforms of smart
services"
2 years + 5
stage
(2000
hours)
Lombardia
Milano
Fondazione
Istituto Tecnico
Superiore Angelo
Rizzoli
Technician for the
graphic, multichannel,
tools
and
communication
systems
2 years + 5
stage
(2000
hours)
Piemonte
Torino
ITIS "Pininfarina"
Mobile App Design
2 years + 5
stage
(2000
hours)
Friuli
Pordenone
ITIS "Kennedy"
Technician for the 2 years + 5
methods
and stage
technologies for the (2000
development
of hours)
software systems
Sicilia
Caltagirone
Fondazione
Istituto Tecnico
Superiore “Steve
Jobs”
Technician for the
organization and the
use of information and
knowledge
2 years + 5
stage
(2000
hours)
ITS summary
Level 3 concerns a professional operator certificate whereas the level 4 concerns: an upper secondary
education diploma in technical and vocational schools and a higher technical specialization certificate.
The level 5 of EQF concerns only a higher technical education diploma.
Levels 6 and 7 concern university courses:
Project Number 5471
Page | 95
ERASMUS+ KA2
-
Junior information systems engineer in 3 years with 102 courses in 43 universities
-
Information systems engineer in 2 years with 43 courses in 37 universities
The program of the institution "Via della Vasca Navale" EX ISCT "Roberto Rossellini" is divided into
14 training units:
Use of information
Production process graphics
Languages and
communication
solutions
for
visual Print jobs
Languages and
communication
solutions
for
visual Area web and mobile
Production process
Publication of content to the web
CMS and CRM Open Source
Organization
and
audiovisual content
Usability, usability cross browsing
Mobile Devices
Project of the visual multimedia / multichannel
management
of
production Press Room
The program of the institution “Istituto Tecnico Superiore Tecnologie dell' informazione e della
comunicazione” is divided into 4 training units:
Connect devices
specific knowledge of transmission
technologies and data distribution and the
issues related to the interfacing of
information systems
Implement smart solutions
Create software applications that can be
transmitted via web so cross-platform.
Collect data
Analyze and use data
The program of the institution “Fondazione Istituto Tecnico Superiore Angelo Rizzoli” is divided
into 6 learning objectives:
Design and create websites in HTML5
Project Number 5471
Make videos and ensure its postproduction
Page | 96
ERASMUS+ KA2
Studying and developing communication Design and prototype objects using 3D
messages and promote activities on social printers
networks
Make interactive molded high impact Plan, organize and coordinate events
communication
communication and promotion
The program of the institution “Kennedy” is divided into 2 learning objectives per year:
First year
Second year
Consolidation of the foundations of courses differ according to the chosen
technical and professional
theme
-
programming,
database,
web development,
systems engineering base and cloud
-
cloud architectures
mobile devices
The program of the institution “Fondazione Istituto Tecnico Superiore Steve Jobs” is divided into 8
learning objectives:
Apply methods and processes for the Make available information, applications
development of systems and applications
and systems to the various recipients of the
communication
Collaborate on life cycle of innovation Measure, evaluate and improve the level of
projects related to information and service provided
communications technology
Develop multimedia interfaces and multi- Planning the use of information and
channel
communications technology
Ensure the safety and reliability of the Use languages for the realization of
service in compliance with industry systems and applications; Organize and use
regulations
information, data and their combinations
Project Number 5471
Page | 97
ERASMUS+ KA2
3.5.5.4.
Provincial centers for adult education (CPIA)
There are three directions one for culture, another one for the information and finally for the
technology. There are 52 institutions all over Italy but no courses devoted to app development.
Other courses
Region
Province
Institution
Title
Length
Abruzzo
Pescara
Istituto Infobasic
App development for iOS
25
Campania
Napoli
C.I.D.E. Srl - Centro
Italiano Discipline
Educative
Developer iOS App
100
Emilia
Romagna
Bologna
IPC “Manfredi” ITC
“Tanari”
Web technology and content
for smartphones and tablets
Fondazione Aldini
Valeriani “Mad Mobile
App Developer”
Lazio
Roma
Mobile applications for iOS
and Android systems
Focus Informatica
Developer App for
smartphone and tablet (IOS
and Android SDK
40
Lead-Tech Solutions
Rapid App Development with
Appcelerator Titanium
24
Genius Academy
iOS App Developer
40
SENSAV Accademia
Informatica
IT.Work.Lab Course analysts
programmers
30
JDK Srl
Lombardia
Milano
Project Number 5471
IED (Istituto Europeo di
Design)
Page | 98
Creativity and svilppo for
iPhone and iPad
70
ERASMUS+ KA2
Piemonte
Torino
Delpho Didattica
Informatica
Selectforma
Puglia
Lecce
Bari
Toscana
Pisa
In different
cities
Online
Project Number 5471
40
Developer App for iPhone
and iPad
32
Delpho Didattica
Informatica
Programmer Android
LINKS MT s.p.a. - Lecce
Course Android Developer
APP programming
Applications Programmer
40
Developer APP Specialist for
iOS and Android
112
Security Architect S.r.l.
Advanced Windows Store
App Development Using
35
Soc. Cooperativa
Aforisma
Specialization Course
Developer App for Android
40
OminaPro S.r.l.
40
Developing applications for
Android
IFOA
24
APP design ideas, tools,
development
24
Developing applications for
iPhone and iPad
24
72
Istituto Titel
Title Master Apple
Iride S.r.l.
Course Developer App
Android and iOS in the Elearning
1month
Pafal Group
Course Oracle Java & Android
& Java Developer becomes
App
88
Alten Italia
Milano/Roma
Programmer Android
Lookahead by Luca
Bonacorsi
Page | 99
12
CMAP © Mobile App Testing Foundation Level
Iphone with Objective-c:
Prime App, Fundamentals
21
ERASMUS+ KA2
3.6.
Luxembourg
3.6.1. Institutional features
Capital: Luxembourg
Official language: French, German, Luxembourgish
Government: Unitary parliamentary constitutional monarchy
Monarch: Henri
Prime minister: Xavier Bettel
Population: 549 680
Area: 2 586,4 km2
Project Number 5471
Page | 100
ERASMUS+ KA2
3.6.2. The Structure of the School System
The Luxemburgish initial and continuing education and training system :
Project Number 5471
Page | 101
ERASMUS+ KA2
The most distinctive feature of vocational training in Luxembourg is the provision at school of a
vocational training system comparable to the German dual system. General subjects and technical and
vocational theoretical education are provided in schools while, for most occupations, practical training
takes place in enterprises. While this arrangement applies particularly to apprenticeship, the concept
of a sandwich education is part and parcel of many training schemes.
Education is compulsory from the age of 4 to the age of 16, including two years of preschool, six years
of primary and three years of post-primary education.
Due to the size of the country, not all official certifications (recognised by the Ministry of National
Education, Childhood and Youth) could be awarded through continuing vocational training. Upon
demand, the continuing vocational training offer leading to certification may vary between the years.
The non-government-regulated sector for provision of vocational training consists of private
institutions and continuing vocational training centres. The professional Chambers play an important
role in the training offer and have contributed to its development.
3.6.2.1.
Primary education
The primary school (école fondamentale) hosts children from 3 to 11 years old and covers nine school
years, separated into four learning cycles. At the age of four, education is compulsory in Luxembourg.
There was a major reform of the primary education (enseignement fondamental) in Luxembourg in
September 2009. The overall aim of this reform was to adapt Luxembourg’s primary education system
to the needs of learners and the requirements of today’s society.
The educational methods and contents have been designed according to the individual needs of
learners; a practical approach based on existing know-how is developed and cooperation between
different actors (teachers, parents, pedagogical team…) is encouraged.
Learners are provided with professional orientation towards the end of their primary education.
3.6.2.2.
Secondary education
Post-primary education is compulsary until the age of 16 and distinguishes between general secondary
education (éducation secondaire général) and technical secondary education (éducation secondaire
technique). These two types of secondary education have different aims. However, their structure
allows learners to move from one type of secondary education to the other. Thanks to the law reforming
vocational training (SCL, 2008b), the system became more permeable and flexible.
Project Number 5471
Page | 102
ERASMUS+ KA2
General secondary education
The aim of general secondary education is to convey general knowledge in the fields of human sciences
and literature, mathematics and natural sciences. Studies prepare primarily for higher education and
university studies. At the end of secondary education, a certificate is awarded (diplôme de fin d’études
secondaires).
Secondary education includes seven years of studies, divided into two divisions: the lower division
(three years) and the upper division (four years).
Technical secondary education
In technical secondary education (enseignement secondaire technique), learners are prepared for
professional life. Technical secondary education also qualifies for higher education. It is divided into
three cycles; these are called the ‘lower cycle’ (cycle inférieur), the ‘medium cycle’ (cycle moyen) and
the ‘upper cycle’ (cycle supérieur). In addition, a preparatory programme (régime préparatoire)
supports learners who have difficulties to adapt to secondary education. Depending on the type of
studies, the duration of technical secondary education varies between six and eight years.
The recent reform of the Luxembourgish VET system has three main features :
o teaching by modules replaces teaching by fields; each module is focused on concrete
professional situations;
o for each module, the competences and knowledge to be acquired are defined;
o the evaluation and certification in apprenticeships are based on the competences that
should be acquired under the apprenticeship’s objectives. There is no more numerical
evaluation: at the end of each module, the apprentice is evaluated on the acquisition of
the module’s competences.
Students who succeed in technical programs are awarded a technical secondary school leaving diploma
(diplôme de fin d’études secondaires techniques). This diploma confers the same opportunities as the
diploma from general secondary education; the students can enter the labour market or pursue higher
education.
The vocational programme for technical secondary education offers two different certificates:
o CCP, which prepares directly for professional life;
o Professional competence diploma (diplôme d’aptitude professionnelle, DAP) also
prepares for carrying out the profession in question. The DAP opens up the opportunity
for further studies to obtain the title of master craftsman (brevet de maîtrise) or, subject
Project Number 5471
Page | 103
ERASMUS+ KA2
to completing supplementary preparatory modules, to pursue higher technical studies
(études techniques supérieures).
3.6.2.3.
Higher education
University education
University education is offered by the University of Luxembourg, a public institution of higher education
and research with pedagogical, scientific, administrative and financial autonomy. To access University
courses, learners require a secondary school leaving diploma (diplôme de fin d'études secondaires) or
a technical secondary school leaving diploma (diplôme de fin d’études secondaires techniques).
The University of Luxembourg is a consolidation of several previously independent educational
institutions: Centre universitaire de Luxembourg (University Center of Luxembourg), Institut supérieur
de technologie (Higher Institute of Technology), Institut supérieur d'études et de recherches
pédagogiques (Higher Institute of Educational Studies and Research) and Institut d'études éducatives
et sociales (Institute for Educational and Social Studies). The University of Luxembourg has three
faculties: the Faculty of Science, Technology and Communication; the Faculty of Law, Economics and
Finance, and the Faculty of Human Sciences, Arts and Educational Science; besides two interdisciplinary
centres are available. The University awards bachelor, master and doctoral degrees.
Advanced technical education
In the higher technical education system, a higher technician certificate (Brevet de Technicien
Supérieur, BTS), is awarded to students after two years of studies in one of the following domains
(national diploma):
o applied arts,
o commerce,
o health,
o industry,
o services.
To attend the higher technician certificate courses, learners require a secondary school leaving diploma
(diplôme de fin d'études secondaires), a technical secondary school leaving diploma (diplôme de fin
d’études secondaires techniques) or a Technician’s Diploma (diplôme de technicien).
Project Number 5471
Page | 104
ERASMUS+ KA2
BTS programs provide both theoretical tuition and training in a work environment at alternating
periods. It is offered in publicly and privately funded secondary schools and technical schools approved
by the State.
3.6.2.4.
Continuing vocational training – training leading to diplomas
All adults who have left school have access to lifelong training measures, whatever their age and
educational level, whether working or seeking a job. Adult education and continuing vocational training
are specially designed to meet adults’ needs. They allow everyone at different stages of their lives to
receive training, be it to obtain a first degree, to develop or enhance knowledge, to change careers or to
adapt to new technologies, etc.
This part covers training leading to qualifications.
It must be underlined that due to Luxembourg’s small size not all certificates and diplomas can be
obtained via adult education and continuing vocational training (CVT).
Adult apprenticeship
Any person over 18 having left school since more than one year who wants to learn a trade or redirect
her/his professional life can follow an ‘adult apprenticeship’; this is available both to adults under work
contract and to job seekers registered at the National Employment Administration (Agence pour le
développement de l’emploi, ADEM). The theoretical part of the training takes place in a technical high
school or at the National Centre of Continuing Vocational Training. The practical part is acquired
through an apprenticeship in an enterprise authorised to train apprentices. Training offered in the
framework of an adult apprenticeship can lead to a:
• professional competence diploma (Diplôme d'aptitude professionnelle - DAP) ;
• certificate of professional competence (Certificat de capacité professionnelle – CCP).
As mentioned previously due to the size of the country and depending on the demand the list of
professions accessible through adult apprenticeship may vary from one year to the next.
Evening classes – professional competence diploma (DAP). Within the vocational programme, adult
persons in employment can acquire a professional competence diploma (DAP, ex Certificate of
Technical and Vocational Capability, CATP) in the field in which they are working. The theoretical part
is provided through evening courses in a technical high school or in the National Centre of Continuing
Vocational Training. The practical part is acquired through the employment in the company.
Like for adult apprenticeship, the list of professions and certificates accessible through evening classes
may vary from one year to the other.
Project Number 5471
Page | 105
ERASMUS+ KA2
Master craftsmanship
The master craftsmanship (brevet de maîtrise) entitles the holder to settle in the craft industry as selfemployed and to train apprentices. Obtaining a master craftsmanship confers the title of master
craftsman in the particular profession.
Preparatory courses to the master craftsmanship are organised by the Chamber of Trades and Skilled
Crafts.
To access the master craftsmanship, learners required a Certificate of Technical and Vocational
Capability (CATP) or a professional competence diploma (DAP) or a Technician’s diploma depending
on the field or a secondary school leaving diploma (diplôme de fin d'études secondaires), a technical
secondary school leaving diploma (diplôme de fin d’études secondaires techniques).
The programme is modular and in theory lasts three years. The maximum duration is of six years.
Courses take place during weekday evenings and week-ends.
3.6.2.5.
Other forms of training
The non-government-regulated sector for provision of CVT consists of private institutions and CVT
centres (offreurs de formation). The various trainings frequently do not lead to qualifications within
government-regulated VET, but principally to sector qualifications. The target groups of these
Professional chambers
The Chamber of Commerce (Chambre de commerce), Chamber of Trades and Skilled Crafts (Chambre
des métiers), Chamber of Agriculture (Chambre d’agriculture) and the Chamber of Wages and Salaries
(Chambre des salariés) started to offer training after the Second World War, when they began to meet
specific requests from their members.
Throughout the year, they organise courses, work placements, seminars and lectures on more general
management topics or more technical subjects. Some of those courses lead to official certificates. Each
year, the professional chambers update their training offer and publish catalogues. They have
contributed to the increase of the training offer with affordable prices.
Sectoral organisations
Different institutions/centres offer training in specific sectors: Civil service sector, Health sector,
Banking sector, Building sector, and Temporary work sector.
Project Number 5471
Page | 106
ERASMUS+ KA2
Training offers for job seekers
The ADEM offers the following trainings to job seekers:
• training of vocational rehabilitation: this course is designed for job seekers aged over 30 years and
receiving an education or training with an employer;
• employment initiation contract: this contract is reserved for employers who can offer the young job
seeker a real prospect of employment upon completion of the contract. It aims at ensuring the young
job seeker practical training during working hours, thus facilitating his or her integration into the labor
market;
• employment support contract: the objective of this type of contract is to offer young job seekers an
introduction and / or training and education to increase their skills and thus facilitate their integration
or reinstatement into the labor market.
3.6.3. Transposition of European legislation
Following a Ministry of Education initiative, an outline of a comprehensive national qualifications
framework (NQF) was presented to the Council of Ministers in early 2009. Based on an initial
governmental go-ahead, detailed work continued during 2010 and 2011, resulting in an eight-level
Luxembourg qualifications framework (CLQ) covering all types and levels of qualifications. The Law on
Vocational Education and Training (VET) adopted in autumn 2008 ( 1 ) paves the way for the
framework, in particular by stressing the need to promote a shift to learning outcomes, but no separate
legislative basis has been introduced for the CLQ. The framework was referenced to the European
qualifications framework (EQF) in 2012. This referencing was combined with selfcertification to the
qualifications framework for the European higher education area (QF-EHEA). Implementation of the
CLQ has been relatively slow during 2013-14, partly reflecting the lack of a clear legislative basis and
an agreed strategy shared by all stakeholders on how to proceed.
3.6.3.1.
Framework implementation
Following completion of NQF referencing to the EQF in mid-2012, the process of implementation has
slowed down. While the CLQ can be described as having reached an early operational stage, some steps
remain to be taken before the framework can be deemed to have reached full operation. A first challenge
is to sort out framework legislation, with politicians reluctant so far to develop a separate legal basis
and referring mainly to the (learning outcomes) principles introduced by the 2008 Law on VET. A fiveyear strategy for the CLQ is currently (following elections in 2013) being considered and first priority
is to clarify the legal basis of the framework. This strategy will also require clarification of the
relationship between the CLQ and a wider strategy on lifelong learning. The Luxembourg national
coordination point plays an active role in implementation and is systematically seeking to promote the
development and implementation of the framework. A particular challenge seems to be the highly
differing expectations from stakeholders, suggesting a need to provide more systematic information on
the framework to relevant parties.
Project Number 5471
Page | 107
ERASMUS+ KA2
3.6.3.2.
Level descriptors and learning outcomes
Luxembourg has introduced an eight-level reference structure. While the number of levels corresponds
with the EQF, the descriptors reflect the national tradition and context. Descriptors are differentiated
at each level according to knowledge, skills and attitude (connaissances, aptitudes, attitudes). While the
level of detail is higher, the relationship to the EQF can be clearly identified. This is, for example, the
case for the third (attitude) column which is based on the principles of responsibility, autonomy and
context, as with the EQF. The decision to use these concepts reflects gradual development of a learning
outcomes or competence-based approach in VET. During the 1970s and 1980s this approach was
influenced by the German tradition. The experiences related to the development of professional
standards played a particularly important role as education standards were directly deduced from
them. In recent years these approaches have been developed through extensive cooperation with other
European countries, notably those with a dual VET system (Austria, Denmark, Germany and
Switzerland). Links to France are also strong, partly influencing the way qualifications are designed and
described. The situation concerning use of learning outcomes (or ‘competences’) in Luxembourg
education and training has varied between subsectors. Recent years have brought about a change and
most qualifications are today described through learning outcomes. In initial vocational education, the
2008 law enabled introduction of a module-based system referring to learning outcomes. All
qualifications have been described using learning outcomes and can be accessed via the register of the
Ministry of Education and Vocational Training. Higher education is organised in modules lasting one
semester, each constituting assessable units allocated credit points (European credit transfer and
accumulation system). These modules are now increasingly defined and described using learning
outcomes.
3.6.3.3.
Validation of non-formal and informal learning
The ‘model’ of validation in Luxembourg has emerged from consultation based on long-standing
dialogue with different education and training stakeholders, leading to adoption of national legislation.
Validation is an individual right in Luxembourg and citizens from other European Union countries are
granted the same rights to it. The legal framework on validation consists of several laws. Validation is
referred as validation of non-formal and informal learning (validation des acquis de l’expérience)
(VAE); it can lead to the award of full qualifications or part of a qualification, provided that the candidate
can supply evidence that the total length of his/her prior learning experience amounts to at least three
years and is effectively related to the targeted qualification. All qualifications included in the NQF in
Luxembourg can be acquired through VAE, except the secondary school leaving certificate.
Project Number 5471
Page | 108
ERASMUS+ KA2
The approaches to VAE and methodologies implemented can differ slightly in practice in secondary and
higher education, but are generally consistent and encompasses four stages: identification,
documentation, assessment and certification. The standards used to support delivery of validation in
Luxembourg are the same as those used in formal education and training (based on modular training
curricula and/or on competence frameworks). Outside formal education and training, a validation
procedure is in place at the Luxembourg Lifelong Learning Centre (LLLC), the training department of
the Chamber of Employees (Chambre des salariés). Some qualifications delivered by the LLLC can be
obtained either via participation in evening classes or by a validation procedure, with full or part
qualification awarded. Following the 2008 law reforming the VET sector, all VET and LLLC curricula are
now based on learning outcomes to aid validation.
3.6.3.4.
Referencing to the EQF
Luxembourg referenced its qualifications levels to the EQF and the QF-EHEA in June 2012 as illustrated
in Table 134.
3.6.4. Quantitative and qualitative analysis
3.6.4.1.
Secondary Education
In 2013-2014, 39 830 students attended the public schools and private applying the official programs,
within 32 public high schools; 5 private high schools; a School of the 2nd chance; 2 national centres of
continuing vocational training (CNFPC); a socio-educational Center of State (CSEE); a Center
of logopedics.35
34
35
Cedefop
www.public.lu
Project Number 5471
Page | 109
ERASMUS+ KA2
Technical Secondary School Leaving Diploma
There exist 3 ways of formation leading to following certifications:



the certificate ofprofessional competence (CPC), which replacesold the ISCO and CCM (normal duration
offormation: 3 years);
the
diploma
of
professional
capacity
(DAP),
which
replaces
the
old
CATP
(lasted normal of formation: 3 years);
the diploma for the occupation of technician (DT) (normal duration of formation: 4 years).
Division : General Technics
The technical school system is subdivided in four divisions. In 2013 /14, candidates with the
examination of end of technical secondary studies are distributed as follows on the various sections.
About 11 candidates are following the section IT as option of the General Technics division: 36
36
file:///C:/Users/CRF/Desktop/fr%20(2).pdf, p29
Project Number 5471
Page | 110
ERASMUS+ KA2
Three schools are currently proposing a Technical Secondary School Leaving Diploma in the field of ICT,
which is referring to EQF level 4 classes (equivalent to classes 10e and 11e in Luxembourg). Students
pursuing a secondary course may receive a Degree as Technician in ICT.
DT - Technician Diploma
Title/Diplom Number
Institutions
EQF
Level
Duration
3 institutions :
Tehnician
EQF Level 4 years
Diploma in IT LN 38 students, LT : 4
= Technicien 138 students, LC :
en
113 students)
informatique
Programme
Maintenance of the computer
networks (Development and
maintenance
of
specific
applications) Maintenance of
applications; security systems.
In 2013 /14, the candidates with the diploma for Technician are distributed as follows on various
divisions and sections:37
3.6.4.2.
Apprenticeship
DAP - Professional Competence Diploma
In Luxembourg, adults can obtain a Professional Competence Diploma (Diplôme d'Aptitude
Professionnelle - DAP) through adult apprenticeship. DAP can be gained by attending evening courses
37
file:///C:/Users/CRF/Desktop/fr%20(2).pdf
Project Number 5471
Page | 111
ERASMUS+ KA2
or sandwich courses (adult apprenticeship). It provides access to the labour market as a qualified
employee.
In 2013-2014, the Chamber of Commerce of Luxembourg has delivered 9 DAP.
Title/Diploma Number
Duration EQF
Institutions
Level
Programme
Qualified
Informatician -
Maintenance of the computer
networks (Development and
maintenance
of
specific
applications); Maintenance of
applications; security systems.
3
2 Years
Level
4
DAP
Informaticien
qualifié
CCP - Certificate of Professional Competence
The Competence (Certificat de Capacité Professionnelle – CCP) through training constitutes also
an adult apprenticeship. At this time, there are no training programe available in the field of ICT.
3.6.4.3.
Higher Technician Certificate : BTS
Adults who wish to use the value of their experience, can obtain a BTS in their field through Validation
of non-formal and informal learning (Validation des acquis de l'expérience - VAE).
The Higher Technician Certificate is a short (2 years) higher education diploma, and certifies evidence
of achieving a high level professional qualification.
Title/Diploma
Duration EQF
Number
Institutions
Level
Computer Science
LTAM
- 2 years
Lycée
technique
des Arts et
Métiers
5
Telecommunication LTE - Lycée 2 years
technique
networks
d’Esch
5
Project Number 5471
Page | 112
ERASMUS+ KA2
3.7.
Portugal
3.7.1. Institutional features
Capital : Lisbon
Official languages : Portuguese
Government : Unitary semi-presidential
constitutional republic
President : Aníbal Cavaco Silva
Prime minister : Pedro Passos Coelho
Population: 10 427 301
Area : 92 212 km2
Portugal consists of a continental territory, divided into 5 regions and of two island regions
(Archipelago of the Azores and the Madeira situated in the Atlantic Ocean).
The Portuguese republic is a democratic state subject to the rule of law. The president of the Republic
is elected in the direct universal suffrage. Hits economy is characterized by a relatively high weight of
the primary sector (11,9 % of the population was used on this sector, on 2005 against 3,5 % in the
Europe of 15).
The hand of Portuguese work possesses a relatively low school level. In 2006 only 17 % of the
population from 15 to 64 years old had followed the second cycle of the secondary education. This
proportion was 45 % in the Europe of 15.
The last reforms concerning the education and the training aim to avoiding a premature abandonment
of the schooling, at length the compulsory education, until 15 years and integrate school education
and out-of-school education, in particular the reconversion and the professional improvement.
Project Number 5471
Page | 113
ERASMUS+ KA2
3.7.2. The Structure of the School System
The Portuguese initial and continuing education and training system
Project Number 5471
Page | 114
ERASMUS+ KA2
3.7.3. Transposition of the European Qualification
A comprehensive NQF (Quadro Nacional de Qualificações – QNQ) has been in place since October 2010
as a single reference for classifying all qualifications obtainable in Portuguese education and training.
Established by the Decree Law No 396/2007 (Decreto-Lei No 396/2007), the framework (including
eight levels and level descriptors of learning outcomes) was published in July 2009 (Portaria No
782/2009).
3.7.3.1.
Stakeholder involvement and framework implementation
Initial work on the NQF was carried out by the Ministry of Labour and Social Solidarity, with the support
ofthe MinistryofEducation.In 2007,the Decree LawNo396/2007 was adopted as the legal basis for the
development of the Portuguese qualifications system and framework. An agreement was signed
between the government and the social partners on key elements: tools and regulatory systems to
support development and the implementationofthe nationalqualifications systems and framework.
Three main steps were taken.
First, a new institutional model was developed to support setting up the national qualifications system
and framework. A national Agency for Qualifications (Agência Nacional para a Qualificação, I.P – ANQ),
under the responsibility of the, at the time, Ministry of Labour and Social Solidarity and the Ministry of
Education, was established in 2007 to coordinate the implementation of education and training policies
for young people and to develop the system for recognition, validation and certification of competences.
This has a key role to play in achieving the targets set out by new opportunities initiative and
responsibility for managing the national network of the new opportunities centres. These centres
provide access to recognition, validation and certification of competences, to vocational training, and to
interrelationships between them in a lifelong learning perspective of each individual. The National
Council for Vocational Training was set up as a tripartite body.
Second, a national qualifications catalogue was created in 2007 as a strategic management tool for nonhigher national qualifications and a central reference tool for VET provision. For each qualification it
defines an occupational profile, a training standard (that awards a double certification) and a
recognition, validation and certification of competences standard; the catalogue is permanently
updated by the National Agency for Qualifications and Vocational Education and Training, a process
supported by 16 sector qualifications councils.
Third, the system for recognising non-formal and informal learning (RVCC) was further integrated into
the NQF. The system for recognising non-formal and informal learning refers to the qualification
standards in the national qualifications catalogue, both to ‘school-based competences’ (four, six, nine or
12 years of school) and ‘professional competences’. The key competences standards for adult education
and training for basic and secondary level are structured into key competence areas, covering the
different contents of subjects at these specific educational levels.
The National Agency for Qualification and Vocational Education and Training is the main public body in
charge of implementing the NQF. The agency’s main responsibilities are for the education and double
certified vocational training offer for adults and for young people, the national qualifications catalogue
Project Number 5471
Page | 115
ERASMUS+ KA2
(with the help of the Sector Qualifications Councils) and the system for recognition, validation and
certification of competences. The agency also acts as NCP and played a key role in referencing national
qualifications to the EQF. Another important role is to articulate and communicate with the General
Directorate for Higher Education regarding levels 5 to 8 of the NQF.
The NQF has reached an early operational stage. All VET is already organised based on the NQF: the
databases are organised considering the structure of the NQF and the access to the financial support
also takes the framework into consideration. Further, most national qualifications indicate the
corresponding NQF qualification level, thus becoming increasingly visible to individuals. Education and
training stakeholders are involved in the implementation of the NQF. There is still need to disseminate
the information to a wide spectrum of stakeholders, especially in the labour market, where the NQF is
not yet known.
3.7.3.2.
Level descriptors and learning outcomes
An eight-level reference structure was adopted to cover all the qualifications awarded in the Portuguese
system. National qualifications levels and level descriptors are the same as in the EQF in terms of
categories and principles.
The level descriptors are defined in terms of knowledge and skills; in the third column, the term attitude
isused. The term competence was already defined and used as an overarching concept within the
national qualification system as ‘recognised capacity to mobilise knowledge, skills and attitudes in
contexts of work, professional development, education and personal development.
The learning outcome approach plays an important role in reforming Portuguese education and
training. There is a diversity of approaches and concepts and the level of implementation varies across
education subsystems. Fine-tuning learning outcomes in qualifications design with the NQF level
descriptors is a challenging task and is work in progress (e.g. in upgrading not only the national
qualifications catalogue but also for qualification sin general education).
In general education, the national curriculum for basic education (essential competences) that was in
place until last year, was a national reference documentforplanning learning activitiesat both school
and class levels. Itincluded general and specific competences which learners are expected to develop in
compulsory education. Currently the Ministry of Education has asset of‘curricular outcomes’for each
specific subject in each year of basic education (considering the first, second and third cycle).In general
upper secondary education there is a set of competences and general objectives, expressed in terms of
knowledge, abilities/skills and attitudes/values, for each subject. The curricular outcomes for each
specific subject of secondary education are being prepared.
In VET, reforms concentrate on the learning outcomes dimension of developing qualifications standards
and curriculum development. The qualifications obtained in VET subsystems are organised by the
standards included in the national qualifications catalogue.
Project Number 5471
Page | 116
ERASMUS+ KA2
3.7.4. Analysis of the database
In qualification systems, the training objectives are defined in terms of learning outcomes, the content
of the training is established officially and curricula are applicable throughout the national territory.
The number of qualifications is limited.
The National Qualifications catalogue is organized by areas of education and training and by
qualification levels. The Catalogue included 39 activity areas and 8 levels of qualification. For each
qualification it defines a professional profile and its correspondent training reference, as well as the
reference for validation procedures. It is a competence-based qualification system where the training
references are defined in terms of learning outcomes and have a modularized structure.
The Portuguese catalogue does not include any qualifications that correspond to level 3 of EQF. For
level 4 and level 5 qualifications in the activity area of Computer Sciences there are six different
qualifications that have connection to app developers training needs.
EQF Level
Number
of
qualifications
4
3
5
3
Project Number 5471
Details
Informatics
programmer,
Informatics
technician:
networks
installation
and
management, Informatics technician: systems
Specialized technician in management
software, Specialized technician in networks
and computer systems, Specialized technician
in information systems technology and
programming
Page | 117
ERASMUS+ KA2
3.8.
Spain
3.8.1. Institutional features
Capital : Madrid
Official languages : Spanish
Government : Unitary parliamentary constitutional monarchy
Prime minister : Mariano Rajoy
Monarch : Felipe VI
Population: 46 464 053
Area : 505 990 km2
Since 1978, Spain is a parliamentary monarchy characterized by the division of legislative,
executive and judicial powers and having a King in the head, whose leading part is a role of
representation. The Spanish Parliament (Cortes Generales) consists of two Houses which hold the
legislative power, the Congress and the Senate. The Spanish government, managed by a president,
holds executive power. The capital of Spain is Madrid, its currency is the euro.
The Spanish territory is organized in autonomous communities (regional level of administration),
in provinces and in municipalities, which also practice legislative and executive powers.
Spain consists of seventeen autonomous communities which possess their own legislative
institutions: the legislative and executive assemblies, the governmental Council, managed by a
president. They exercise their powers in the fields of the town planning, the accommodation, the
agriculture, the culture, the welfare services and the health services.
At the level of the education, and of the legislative point of view, the autonomous communities
have the possibility of completing the regulations uttered by the State, and they furthermore
administer the organs of the education system situated on their territory.
Project Number 5471
Page | 118
ERASMUS+ KA2
3.8.2. The Structure of the School System
The Spanish initial and continuing education and training system is designed like that:
Project Number 5471
Page | 119
ERASMUS+ KA2
3.8.3. Transposition of European legislation
Spain has developed its qualifications framework for lifelong learning (ESQF) known as Spanish
qualifications framework (Marco Español de Cualificaciones) (MECU). It is based on learning outcomes
and aims to link and coordinate different education and training subsystems. The framework will
include qualifications obtained in compulsory, post-secondary and higher education, and will integrate
validation of non-formal and informal learning processes. The Royal decree on the introduction of
MECU is the legal basis for its implementation, although this decree has yet to come into force. It defines
levels and level descriptors for referencing the MECU to the EQF levels. It was developed in consultation
with main stakeholders and supervised by the national advisory bodies. The higher four levels of MECU
will be linked to the qualifications framework for higher education (Marco Español de Cualificaciones
para la Educación Superior) (MECES), which has been put in place separately.
3.8.3.1.
Main policy objectives
One of the main objectives of developing an ESQF compatible with the European qualifications
framework (EQF) and those in the European higher education area (QF-EHEA) is to make Spanish
qualifications easier to understand by describing them in terms of learning outcomes; it should also
clarify relations between them. It is expected that this will improve the extent to which stakeholders
are informed about national qualifications, raising trust and making mobility easier. The ESQF aims to
support lifelong learning, link initial vocational education and training (IVET) and continuing VET, and
improve access and participation for everyone, including the disadvantaged. Through the ESQF – it is
expected – it will be easier to identify, validate and recognise all kinds of learning outcomes (including
nonformal and informal learning), regardless of the way they were acquired. It will support better use
of qualifications at national and European level.
3.8.3.2.
Level descriptors and learning outcomes
An eight-level framework has been proposed to cover all main types of Spanish qualification. The four
highest levels are compatible with the Spanish qualifications framework for higher education, which is
based on the Dublin descriptors.
Level descriptors are defined in terms of knowledge, skills and competence. They have been inspired
by EQF level descriptors, but adopted to suit the national context. This is particularly the case for skills,
where the ability to communicate in different languages and analytical skills are emphasised.
Competence is defined as autonomy and responsibility, including learning skills and attitudes. Broad
generic descriptors for the NQF will be supplemented with more detailed descriptors when necessary,
such as for academic qualifications. The learning outcomes approach is seen as an essential part of
Project Number 5471
Page | 120
ERASMUS+ KA2
MECU and MECES development and implementation. However, as reported for the Cedefop study on
learning outcomes (Cedefop, forthcoming), the notion of learning outcomes is a new concept in the
Spanish context and not widely shared. Competences and capacities are often referred to in various
policy documents, with many different interpretations due to various linguistic and pedagogic concepts.
The level of implementation also varies across subsystems; the most developed and elaborated is in
VET. It is expected that the development of both MECU and MECES will further support the
strengthening of learning outcomes at all education and qualification levels to make qualifications more
readable and easier to compare. A new Organic Law 8/2013 has been recently adopted (Government
of Spain, 2013), aiming to improve quality and promote lifelong learning, mobility and coherence of the
nation system in line with international standards. Framework curricula should include ‘the standard
and measurable learning outcomes’. To develop a common approach, the Ministry of Education and
Science has established in the legislation, national core curricula for the various levels of education: preprimary, primary, lower secondary, upper secondary and vocational training. These are determined by
central government ( 3 ), though schools can take responsibility for developing part of their own
curriculum. The core curricula determine the general objectives for each stage of education as well as
specific objectives for each area or subject. They also establish the content and evaluation criteria for
each area and the basic skills for each stage of compulsory education. The VET qualification system is
defined by the Law on Qualifications and Vocational Training (Government of Spain, 2002). Professional
modules for each qualification gather the learning outcomes and the corresponding assessment criteria
that show that the qualification holder knows, understands and is able to do as expected on completion
of the programme. Learning outcomes are closely related to work activities and required professional
competences. New study programs in higher education have to include expected outcomes and
achievement of learning objectives set for the student. All study programs have to be accredited
according to national guidelines.
3.8.3.3.
Validating non-formal and informal learning and links to the NQF
Spain does not have a comprehensive national strategy for validation; different laws frame validation,
targeting different education sectors. The Organic Law of Education and the Organic Law of Universities
incorporate actions to validate non-formal and informal learning, such as access exams to VET and
university studies aimed at those people who do not have the required qualifications. Royal Decree
1224/2009 (Government of Spain, 2009) established recognition of skills acquired through work
experience. This decree provides the possibility of evaluating professional competences through nontraditional assessment methods; this is common to gaining qualifications from the employment
administration (certificados de profesionalidad) and the education administration (IVET programs )
through specific calls for validation. The procedure only validates professional competences acquired
through work experience or nonformal learning pertaining to specific units of competences registered
in the national catalogue of professional qualifications. The calls for validation and accreditation of
professional competences are usually restricted to selected economic sectors, depending on available
financial resources and sector needs. Other degrees regulate access to formal qualifications through
Project Number 5471
Page | 121
ERASMUS+ KA2
tests. Since the 1970s, those over 25 can access university upon satisfactory performance of ‘over-25’
access exams, but without a qualification in post-compulsory upper secondary education. Adults can
also gain the diploma of compulsory secondary education and the baccalaureate diploma (postcompulsory upper secondary education) through examinations, without having undertaken the
corresponding formal studies.
3.8.3.4.
Referencing to the EQF
The draft referencing report is expected to be prepared by the end of 2014. The self-certification report
has been drafted. Spain has not yet decided whether there will be one joint report prepared to reference
to the EQF and self-certify to the QH-EHEA. Important lessons and future plans There are challenges at
different levels. First, dialogue and interaction with, and developing trust among, different stakeholders
from education and employment is considered a cornerstone and key success factor for the
development and implementation of a comprehensive NQF. Second, including VET qualifications,
especially at levels 3 and 4, seems to be a challenge because VET qualifications at these levels are not
only awarded by different bodies (Ministry of Education and Ministry of Labour), but are of different
nature, workload, delivery and quality assurance mechanisms, some of them less regulated. There seem
to be less confidence and trust in the ways these qualifications can be mapped together. Putting the
framework into the lifelong learning perspective and including non-formal and informal aspects of
learning in the framework is regarded as complex. Including qualifications resulting from non-formal
or informal learning uses recognition and validation processes widely implemented only in recent
years. NQF development in Spain also shows the importance of political processes and cycle on the
implementation of European tools, such as the EQF. Adoption of the Royal Decree on MECU is an
important step towards the MECU implementation.
Project Number 5471
Page | 122
ERASMUS+ KA2
3.8.4. Analysis of the database
In qualification systems, the training objectives are defined in terms of learning outcomes, the content
of the training is established officially and curricula are applicable throughout the national territory.
The number of qualifications is limited.
The National Catalogue of Professional Qualifications (CNCP) is an instrument of the National System
for Qualifications and Vocational Education and Training (SNCFP), which lists the professional
qualifications according to the appropriate competences for the professional exercise.
The CNCP includes the vocational education and training (VET) and the contents are organized in
modules, which are included in Modular Catalogue of Vocational Education and Training.
3.8.4.1.
Qualitative and quantitative analysis
The Spanish National Catalogue of Professional Qualification (CNCP) is organized in 5 levels and 26
professional families. Levels 4 and 5 correspond to university education. Levels 2 and 3 correspond to
levels 3 to 5 in the EQF, although only level 3 Spanish qualifications have been officially defined as
equivalent to EQF level 5 qualifications.
Every qualification consists of competence units who are defined as the minimum set of professional
competences which can be recognized and accredited and every competence unit is linked to a training
module.
Accredited competence units can be accumulated in order to obtain the accreditation of a qualification,
an official diploma on vocational education and training (VET) or an Occupational Aptitude Certificate.
The duration of training varies between 650 and 710 hours. The different modules that are included in
these certificates are divided into training units (between 40 and 90 hours) that can be certified
independently and capitalized to get full module accreditations and, eventually, Occupational Aptitude
Certificates.
The qualifications that have been identified in connection to the professional profile of app developers
correspond to EQF level 5:
EQF Level
5
Project Number 5471
Number of qualifications
4
Details
Structured
language
programming of management
application, Object oriented
programming and relational
databases, Programming and
administration of Enterprise
Resource Planning, Computer
systems programming
Page | 123
ERASMUS+ KA2
4.
Conclusions
The wave of ICT innovation is driving demand for new ICT skills and abilities and the sector needs
people who can design, develop and deploy new applications and services for mobile devices.
This report highlights a wide range of qualifications and certificates dedicated to mobile, ranging from
Level 3 in the EQF or above and including vocational and work-related qualifications. It focuses on
accredited qualifications, recognised by the regulatory bodies.
Figures emerged from database highlighted that mobile development is a growing areas of ICT training
programs within the analysed countries. The research also identified common learning outcomes.
4.1.
Programs dedicated to mobile apps developers
In all analysed countries, there are different mobile application developer training programs and
accredited degrees that feature coursework in mobile application programming, mobile media art &
design, app deployment & marketing for the mobile platforms. Indeed, in the field of mobile oriented
training programs we observe an influx of dedicated trainings.
In the analysed countries Level 3 concerns a professional operator certificate whereas the level 4
concerns: an upper secondary education diploma in technical and vocational schools while Level 5
refers to a higher technical specialization certificate and Level 6 concerns a higher technical education
diploma or a Bachelor’s degree.

EQF Level 3
Referring EQF to Level 3, not so many mobile training programs are entirely dedicated to Mobile
application, excepted in Germany, Ireland which offers specific recognized trainings dedicated to the
field of mobile apps. These training courses have short-time duration and are focused on programming
languages.

EQF Level 4
These kind of programs proposing a combination of both practical and theoretical methods are listed
under the EQF level 4 under the titles :
Project Number 5471
Page | 124
ERASMUS+ KA2





Master Development of Applications and Services (Italy)
Mobile application developer (Italy, Belgium)
Mobile application developer
IT specialist for application development
…
These training courses have generally a duration of 5 to 6 months.

EQF Level 5
These training programs offer curricula wherein students create a range of applications for the mobile
platforms. At EQF Level 5 and 6, most of countries propose training programs related to web and the
mobile apps:

Multimedia applications developer,

Multimedia graphics artist,

Interactive media integrator,

Mobile Application Development,

Mobile Computing,

….
If there are no standard rules for programme courses or certifications, that doesn't mean that other
programs aren’t proposing learning units dedicated to the mobile app development, among others:

Software Engineering, Software development,

Computer Science,

BTS informatics and networks for industry and technical services, BTS informatics and networks
for industry and technical services,

Head of works on computers and networks,

Programmer analyst, Developer analyst, Informatics and networks, Professional diploma
software developer

Automation and industrial computing programmer analyst,

…
Project Number 5471
Page | 125
ERASMUS+ KA2
4.2.
Learning outcomes
All countries organize their education in their way – knowledge parts often different from skills parts but all qualifications belong inseparably together. The essential fact is that in the most of analysed
countries in the project are described in terms of learning outcomes, which facilitate the analysis
between the different countries
4.3.

User-interface (UI) design,

Mobile app portfolio assembly,

Database & OS fundamentals

Server-side Content Adaptation

understand the constraints of working on mobile and how to overcome them to deliver the best
possible experience to the widest range of users

practice client side and server side content adaptation techniques

Being familiar with common programming languages such as Java, C++ and HTML

Having strong general computing skills, including database management and security

Using analytical skills

…
Time to degrees
Time to degree varies based on the type of program. It is typically the shortest for master's programs
(one to two years of post-graduate study) and the longest for doctoral programs (five to seven years of
post-graduate study).
Project Number 5471
Page | 126
ERASMUS+ KA2