La qualité de la formation et l'évaluation du "retour sur investissement" sont des enjeux pour le développement des organismes de formation. Que peuvent leur apporter les nouvelles normes AFNOR et comment les mettre en oeuvre ?
L'ARFTLV propose aux organismes de formation de rencontrer trois spécialistes nationaux pour échanger sur les nouvelles normes AFNOR de formation : Fatma Bensalem, Chef de projet AFNOR, Françoise Gérard du Centre Inffo et Hubert Grandjean, président de l’AFDEC (Agence Française pour le Développement de l’Emploi et des Compétences).
Francis Dumasdelage, Président de la FFP, apportera son témoignage quant à son choix de certification, l’engagement nécessaire et les retombées éventuelles pour la structure.
Cette rencontre est organisée dans le cadre de "la Boîte à outils du formateur" le 15 novembre de 9h30 à 12h30, en simultanée à La Rochelle et Poitiers : Inscription gratuite, avant le 7 novembre 2013. Plus d'infos

APPENDIX
I. Definitions
1. General Terms:
a. The general terms used throughout the present Recommendation are the same as those understood in the Lisbon Recognition Convention and referenced in the definition of terms (Section I) of the Convention.
2. Terminology specific to the present Recommendation:
a. “National Qualifications Framework(s) (NQFs)” refers to qualifications frameworks developed at the national or sub-national level and specific to a country’s structure of education and training;
b. “Overarching frameworks” refers to regional frameworks to which NQFs are related (for example the QF-EHEA and EQF-LLL);
c. “Qualifications frameworks” refers in general terms to both NQFs and overarching frameworks.
II. Scope and General Considerations
1. The Recommendation focuses on the use of qualifications frameworks as important information and transparency tools in the recognition of higher education qualifications and qualifications giving access to higher education.
2. The Recommendation takes account of the fact that, from a lifelong learning perspective, qualifications frameworks can also facilitate the recognition of prior learning, since qualifications frameworks describe qualifications in terms of learning outcomes independently from learning paths. It also takes account of the fact that qualifications frameworks can be used to facilitate access to the labour market.
3. The Recommendation demonstrates ways in which qualifications frameworks may be helpful in establishing similarities between foreign qualifications and relevant qualifications within the education system in which recognition is sought, and whether or not there are substantial differences between qualifications.
4. The fact that not all countries, or indeed all signatories to the Lisbon Recognition Convention, have national qualifications frameworks should not be an impediment to recognizing qualifications from such countries. Likewise many older qualifications may not be placed in a qualifications framework even if the country in question has now developed one.
5. National Qualifications Frameworks facilitate recognition especially when they have been linked in a transparent and comparative way – through self-certification and referencing – to the overarching frameworks, such as QF-EHEA and EQF-LLL.
6. While the existence of a NQF alone does not lead to “automatic recognition”, the positioning of qualifications within the NQF of the awarding country and their relation to one or more overarching frameworks gives important information to facilitate the recognition processes.
III. Recommendations
1. The competent recognition authorities, and the ENIC Network should develop a common understanding on how to use national, European or other overarching qualifications frameworks for the purpose of facilitating the fair recognition of qualifications and should identify the opportunities and challenges they present.
2. Qualifications frameworks should be used to make it easier for competent recognition authorities to assess foreign qualifications.
3. Qualifications frameworks should be used while considering the five key elements in recognition: level, learning outcomes, quality, workload and profile. However, qualifications frameworks provide limited information to support the recognition process when it comes to the profile of a qualification.
4. The following principles should apply to assure the effective use of qualifications frameworks in recognition practice:
a. Level
i. If a National Qualifications Framework has been self-certified or referenced, there is, as a general rule, no need for the competent recognition authority to investigate the level of qualifications further;
ii. In the case that qualifications have been referenced/self-certified towards the same level in overarching frameworks, they should be seen as broadly compatible;
iii. When level discrepancies occur, qualification specific information including the Diploma Supplement or other documents should be used. In these cases, the formal rights the qualification in the awarding country should be taken into account.
b. Learning outcomes
i. The learning outcomes of National Qualifications Frameworks and of overarching qualifications frameworks are generic and provide a reference point for recognition;
ii. In cases where the learning outcomes provided by the qualifications frameworks are insufficient for recognition purposes, the more detailed descriptions of learning outcomes provided by institutions should be used. The description of learning outcomes in the Diploma Supplement or other documents is useful for recognition purposes.
c. Quality
i. A transparent link between recognition, qualifications frameworks and quality assurance should be established;
ii. If a National Qualifications Framework has been self-certified or referenced, there is an assumption that the individual qualifications included in the framework by the competent authority are quality assured. Therefore as a general rule there is no need for the recognition authority to investigate the quality of the qualification.
d. Workload
While recognising that qualifications should as far as possible be assessed on the basis of learning outcomes, competent recognition authorities may also be guided in their assessment by the workload learners are assumed to require in order to obtain the given qualification. This is normally expressed as credits and indicates the typical workload expected to achieve the learning outcomes associated with a qualification.

INFORM - Issue 13 - National qualifications frameworks: contributing to better qualifications
By Michael Graham. WHAT ARE NATIONAL QUALIFICATIONS FRAMEWORKS?
National qualifications frameworks or NQFs classify qualifications according to a hierarchy of levels in a grid structure. Each level is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level, which vary in number according to national needs. Currently NQFs have 5, 7, 8, 10 and 12 levels. Qualifications in an NQF can be compared by individuals, employers and institutions. When different countries’ NQFs are linked internationally, qualifications can be compared, which in turn supports mobility. But the implications of establishing and using an NQF go well beyond simply classifying and comparing qualifications.
Countries develop NQFs for many reasons. While many EU Member States use NQFs to coordinate their existing qualifications systems more efficiently, ETF partner countries use them to support wider national education and training reforms. These include bringing education and training closer to the labour market, developing relevant qualifications, creating progression routes linking vocational education and training (VET) with higher education, and working towards a greater recognition of qualifications within the country and abroad.
NQFs are not new, but the recent surge in the number of countries developing them is remarkable for its speed and geographical coverage. Before 2000, only a handful of countries had NQFs. Now 142 countries worldwide have embarked on developing NQFs, including 27 of the ETF’s 31 partner countries. NQFs are part of a wider search for international solutions in education and training. They are also an attempt to support mobility at a time when economies are increasingly integrated and interdependent, where technical specifications of products or services are becoming more unified and where labour migrates across borders. Download INFORM - Issue 13 - National qualifications frameworks: contributing to better qualifications.

Over the past year, progress in developing and implementing national qualifications frameworks (NQFs) has allowed more countries to link these to the common reference framework for qualifications, the European Qualifications Framework (EQF).
How far each country has progressed along this road can now easily be seen by clicking on country chapters in Cedefop’s working paper, Analysis and overview of NQF developments in European countries, the fourth annual report Cedefop has prepared on this topic.
This linking process makes it easier for countries to understand one another’s qualifications. As a result, it also eases citizens’ lifelong transitions between learning and working, across sectors, and within the entire European labour market. Some countries also see qualifications frameworks as tools for education reform and institutional change. Full text of the press release. Read more...