Linking credit systems and qualifications frameworks

This study reviews the development of those tools in the context of the Copenhagen and the Bologna processes (ECVET, ECTS, EQF-LLL, EHEA-QF) and across a sample of European and non-European countries (Australia, Finland, France, Germany, Scotland, Slovenia, South Africa, Spain, the UK-EWNI (England, Wales and Northern Ireland) and the UK-Scotland.
It analyses development initiatives and reforms of credit systems and qualifications frameworks. The articulation between both tools reveals difficulties and opportunities. This analysis leads to grounded insights in the functioning of credits systems and qualifications frameworks concerning learning pathways (transfer and progression), governance of education and training systems, and qualifications policies, especially qualification designs and awarding procedures.
This international comparative study invites debate on possible futures for European tools within the European education area. Dowload Linking credit systems and qualifications frameworks.
In France, the qualifications not awarded by any of the competent ministries have to ‘qualify for a profession’, i.e. be recognised in the labour market, and this needs to be supported by data on graduate labour market entry. Other criteria concern aspects such as the way qualifications have to be described, the way they are accessed (to be accessible through validation of non-formal and informal learning).
The existing French structure of five levels is currently being reconsidered under the influence of the EQF development. It is possible that France could evolve towards an eight levels framework, in line with the EQF eight levels. The current lowest qualifications in the national register would correspond to level 3 of EQF, so levels one and two of a potential French eight-level NQF would remain empty, or would contain no qualifications from the formal system. However, certificates (not considered as qualifications in the French system) exist at those levels and are likely to use the reference to them.