This report is based on the ENQA workshop “Quality Assurance and Qualifications Frameworks: exchanging good practice”, which took place in Dublin, Ireland, on 9-10 February 2012 and presents articles on themes such as the state of development of qualifications frameworks, the role of agencies in the self-certification process, and the meaning of qualifications frameworks in external quality assurance.
The theme of qualifications frameworks and their relation to quality assurance is gaining urgency in the European scene as more and more countries are completing their national qualifications frameworks and quality assurance agencies need to take important decisions on how to implement them. Some of the key features of the qualifications frameworks are the specification of learning outcomes, processes for assessing learners’ attainment of the expected outcomes, their relation to the ECTS, identification of transfer and progression routes, and recognition of prior learning. Download the report Quality Assurance and Qualifications Frameworks: Exchanging Good Practice.
Conclusions
Several current reforms in higher education are having a significant impact on quality assurance and the work of quality assurance agencies. Among these, the establishment and referencing to qualifications frameworks and the adoption of assessment methods focusing on student learning outcomes pose important challenges to the methods and processes used for internal and external quality assurance.
The ENQA 2012 workshop on Quality Assurance and Qualifications Frameworks: exchanging good practice and these articles covered a wide range of issues related to qualifications frameworks, such as the state of art in their development and adoption, the role of agencies in the self-certification process, and the impact of qualifications frameworks on external quality assurance. In addition, a view from the stakeholder community was presented through an article outlining the use and importance of qualifications frameworks to the labour market and employers. Recognition of prior learning, assessment of learning outcomes, and learning outcomes in programme oriented quality assurance were also discussed in smaller working groups during the workshop.
As the first article underlines, it is clear that while several changes have already taken place, we are still at the beginning of implementing qualifications frameworks. It is important to make sure that they are developed jointly with quality assurance, learning outcomes, and other recognition tools. At the same time, the article emphasises the importance of making sure that European, but especially national qualifications frameworks become more visible and better known, so as to bring real benefits to the end users, whether individuals, higher education institutions, academic staff, or employers.
In terms of self-certification, the second author underlines that verification by selfcertification is a process in which each QA agency has a significant and obligatory role to play. The role of quality assurance is to demonstrate that programmes are based on intended learning outcomes and that qualifications are awarded on basis of achievement of these outcomes. If, however, we are to realise the objectives of the QF-EHEA in relation to transparency, mobility, and recognition, self-certification is only the first step. The Swedish case example presents a recently adopted approach to quality assurance. In line with the Bologna Process and the goal of increased employability of students, qualification descriptors were introduced and have become the tool in quality assurance of higher education in Sweden. Continuous reviewing in the coming years will help to develop best practice in implementing the new approach, and will be able to provide informed answers to questions such as: Can results of an academic study programme be measured? If yes: how can that be done? And is this European quality assurance of the 21st century?
The system used in Denmark relies on the use of external examiners for the measurement of achieved learning outcomes. Discussions on the use of learning outcomes in programme based QA in the related working group brought up a number of different methods. A conclusion of the group’s work was that if the scale of the potential small revolution brought about by learning outcomes based assessment is to be investigated seriously, the answer lies perhaps not in better measurement, but instead in finding new ways of stimulating ownership of the concept of learning outcomes itself. The working group on recognition of prior learning discussed different ways in which prior learning is used for entry into further study, achievement of credits, or for the award of an entire degree. It became clear that recognition of prior learning practices is politically sensitive and highly dependent on the national context. It was felt thus that agencies must explicitly assume this political dimension in order to define what role to play regarding recognition of prior learning processes in their own frameworks.
The working group discussing the assessment of learning outcomes concluded that there is a need to analyse the assessment of learning outcomes paying attention to the legal framework and academic context. In addition, the maturity of the higher education system as a whole, and the degree of implementation of other ‘Bologna tools’, such as qualifications frameworks, play a significant role in the process. The group felt a need to focus on the quality assurance of the assessment procedures of learning outcomes through checking the assessment practices used by programmes to assess different learning outcomes. The participants agreed that the focus of such assessment should be on the programme learning outcomes, not on the achievement of individual student.
Overall, the main conclusion of the workshop and of this publication is that there is great benefit in sharing and comparing national practices, and learning from good practice at the level of quality assurance agencies. However, the national political and legal context, as well as the degree of implementation of the Bologna reforms, has a significant impact on the way in which agencies can and should react and relate to the implementation of qualifications frameworks. Coordinating efforts in developing and implementing qualifications frameworks and other Bologna reforms is important to ensure a successful consolidation of the European Higher Education Area. In addition, all relevant actors should make efforts to ensure that information on the role and purpose of qualifications frameworks and learning outcomes-based assessment is provided to all interested parties, including employers, so that student employability can be improved, mobility facilitated, and recognition of non-formal and informal learning further developed. Download the report Quality Assurance and Qualifications Frameworks: Exchanging Good Practice.

Décret du 2 août 2012 portant nomination du directeur du Centre d'études et de recherches sur les qualifications - M. Lopez (Alberto), JORF n°0181 du 5 août 2012, texte n° 22, NOR: MENH1228932D.
Par décret du Président de la République en date du 2 août 2012, M. Alberto Lopez, administrateur hors classe de l'Institut national de la statistique et des études économiques, est nommé directeur du Centre d'études et de recherches sur les qualifications.

A new Cedefop study opens a discussion on international qualifications: what they are, how they are managed, and how they may affect national qualifications and standards as well as the common EU tools for vocational education and training.
Not all diplomas and certificates are awarded by public authorities within a national education and training system. International qualifications, awarded by social partner organisations or multinational companies, now cover fields as diverse as construction, ICT, welding, sports, transport, financial services and hairdressing.
So what does this trend mean for education and training standards and for the wider recognition of qualifications?
Cedefop’s study aims to launch the discussion on international qualifications, whose reach and popularity affect two European initiatives: the European qualifications framework (EQF) and the European classification of skills/competences, qualifications and occupations (ESCO). Download publication.

An increasing number of qualifications – certificates and diplomas – are awarded at international level, outside the jurisdiction of national authorities. These ‘non-State’ qualifications have been developed and are awarded by a wide range of bodies, organisations and companies addressing various purposes.  What unites this extreme variety of qualifications is that they are not restricted to a particular national system or territory. They are all qualifications whose exchange value is defined outside traditional national qualifications systems. This raises some key questions and challenges for policy-makers as well as users – be they individual citizens or employers. This report is a first effort to increase transparency in this field, notably by pointing to existing sources and clarifying the concepts to be used for mapping and analysis. Download International qualifications.
Many and very diverse qualifications, diplomas, certificates and licences are awarded outside the jurisdiction of public authorities, including by multinational companies, so there is a need to analyse further the character and typology of these qualifications, their credibility and value on the labour market, both for individuals and employers.
While international qualifications can be of relevance for the labour market they are also important in national and European perspectives as they promote common trust and cooperation at operational level. International qualifications feed in the context of the development and implementation of two European initiatives; the European qualifications framework (EQF) and the European classification of skills/competences, qualifications and occupations (ESCO).
The EQF 2008 recommendation also specifies the need to increase transparency of qualifications awarded at international level, a challenge still not addressed systematically by the EQF. On the other hand, international qualifications are part of ESCO work in the qualifications pillar illustrating how awards influence the right to access and practise an occupation or task.
From experience gained from EQF/NQF (national qualifications framework) developments and ESCO work we observe there is high complexity in purpose, type, coverage, currency and competent bodies involved. This booklet is a first attempt to work on a typology of international qualifications, to present examples from various sectors and occupations, and finally to contribute to their better understanding to provide a basis for future EQF and ESCO developments. Christian F. Lettmayr, Acting Director of Cedefop. Download International qualifications.

Le 25 mai dernier, Jean Bassères, Directeur Général de Pôle emploi, et Bernard Prolongeau, Président Délégué Général du Groupe AFT-IFTIM, acteur majeur de la formation en transportlogistique, ont renouvelé la convention de partenariat qui lie les deux institutions. L’objectif est de favoriser la formation des demandeurs d’emploi et la Validation des Acquis de l’Expérience dans le secteur Transport-logistique, un domaine professionnel dynamique qui se classera au 5e rang des secteurs en volume d’emploi d’ici 2015.
La coopération entre Pôle emploi et l’AFT-IFTIM portera sur 3 axes:
1- L’analyse partagée et le recensement des besoins
L’objectif poursuivi est d’organiser les relations entre Pôle emploi et l’AFT-IFTIM afin de partager les analyses sur les besoins en recrutement à venir et les compétences à développer afin de répondre au mieux aux attentes des entreprises, de faciliter le placement et/ou la mobilité professionnelle des
demandeurs d’emploi.
2- L’orientation professionnelle des demandeurs d’emploi
Le but est de renforcer l’information des demandeurs d’emploi sur les métiers et les opportunités d’emploi des transports et de la logistique.
3- La qualification professionnelle au service du placement des demandeurs d’emploi et la satisfaction des besoins des entreprises
L’intention est double:
- Favoriser un travail de collaboration afin de permettre aux demandeurs d’emploi de se positionner sur le marché du travail en mobilisant notamment les contrats en alternance et la VAE.
- Aider plus efficacement les entreprises qui rencontrent des difficultés de recrutement en les informant sur les contrats en alternance.
L’AFT-IFTIM et Pôle emploi travailleront en synergie pour la promotion auprès des entreprises des contrats en alternance, des mesures destinées à développer la qualification des demandeurs d’emploi (POE, AFPR, CIF, DIF,…) et de la VAE.
Ces 3 axes de coopération comportent des engagements concrets pour chacun des signataires. La convention est signée pour une durée de 3 ans et sera déclinée au niveau régional. Un comité de pilotage se réunira une fois par an pour analyser les résultats et mutualiser les expériences réussies.
Le secteur du Transport et la logistique présente de forts enjeux pour l’emploi:
- 1 800 000 salariés dont près de 633 000 au 31 décembre 2009 dans la seule branche couverte par le champ conventionnel du transport routier et des activités auxiliaires;
- du fait des mutations diverses, des changements structurels auxquels est confronté ce secteur en tension, des enjeux de sécurité routière, et de manière croissante, des enjeux liés au développement durable, l’exigence de qualification et de professionnalisation est aujourd’hui de plus en plus forte;
- dans ce contexte d’évolution, on observe un recours accru aux dispositifs de qualification et de professionnalisation, et en particulier de l’apprentissage;
- dans le même temps, les difficultés de recrutement de personnel qualifié persistent et vont s’aggraver du fait du vieillissement préoccupant de la population de conducteurs routiers et de l’évolution du marché.

By Yojana Sharma. Degrees from Western universities have become so prized in China in recent years that degree mills and fake certificate producers have mushroomed, making the country one of the world’s major producers of bogus degrees – not just for customers in China, but across Asia and beyond.
With an ongoing crackdown by Chinese authorities and the ubiquity of genuine degrees from the US, UK and Australia among Chinese graduates, the shadowy industry appears to be moving into lucrative new areas – professional qualifications designed to smooth the way into coveted jobs.
“A foreign degree used to be seen as ‘gold plated’ in China. It’s no longer the same because now lot of Chinese students come back from universities in the US and UK,” said Ning Guan, strategic development manager at UK Naric, the National Recognition Information Centre, which specialises in identifying and tracking bogus degrees on behalf of UK universities and large companies recruiting internationally.
“China’s labour market has become more demanding. Before, you could go back [to China] and get a good job. Now you need a professional qualification to go with your foreign degree to get a decent job. So there is definitely a market opening up for this kind of qualification,” she told University World News.
The proliferation of private universities in China and the relaxation of degree-awarding rules to cover different types of qualifications, including online degrees and qualifications from the increasing number of branch campuses, has meant it is easy to offer bogus courses as ‘affiliate degrees’ of genuine institutions. Meanwhile, foreign degrees have become so common that universities and companies often do not check certificates. The authorities in China have become more vigilant about fake foreign degrees. But from small-scale print shops producing knock-off certificates sent by mail, the scams have become more ambitious.
“The fake agencies operate in the name of a branch office of a foreign university in China or claim they have authorised cooperation with foreign schools,” said Rao Mindang, an official with Beijing’s Haidian district procuratorate, speaking to official media.
High profile cases
In one of the highest profile cases recently, nine people went to trial in Beijing last month for their involvement in a racket that provided fake postgraduate degrees to some 30 people, including executives of major international corporations, described by the authorities as ‘Fortune 500 companies’.
Beijing court officials pointed to the lengths to which operators go, renting office buildings in Beijing’s Haidian district, close to major universities such as Tsinghua University, and recruiting lecturers from top universities for a minimum of CNY10,000 (US1,588) a lecture, in order to appear more genuine.
Officials of Beijing’s Haidian district procuratorate have said while there is no evidence to prove the lecturers knew they were part of an illegal operation, investigating officials had reason to believe the lecturers “knew exactly what they were doing”.
The Haidian procuratorate said another seven scams involving fake foreign degrees and training schemes were being investigated by the office, China Youth Daily reported.
Training centre scam
The Beijing trial attracted attention because many of the people buying the fake degrees were already in top jobs. But in a case involving many more people, Beijing police this month announced the arrest of 422 suspects for their involvement in illegal training centres delivering qualifications purporting to be endorsed by national ministries. The suspects stand accused of using a central government department’s name to enrol students from across the country, and may have conned victims out of more than CNY10 million (US$1.6 million), official media reported. In some cases, participants were led to believe the training was run by the building industry’s Beijing branch of the China Council for the Promotion of International Trade. In one example, the organisers claimed they could provide ‘advanced project manager’ certificates under the authority of the Ministry of Human Resources and Social Security. Ministry endorsement is often required for professional qualifications.
“They claimed to be running classes in preparation for professional licensing exams and told applicants that they would be given official certificates authorised by the ministry,” Liu Chunjiang, a senior officer with Beijing’s Fengtai district police bureau, was quoted as saying. Police seized 500 fake documents, including training certificates for a number of professions including accountancy and medicine, as well as fake invoices.
Qingdao case
In another major case, in Qingdao in eastern Shandong province, police destroyed some 7,000 fake certificates in March, including forged certificates ordered by a construction company to give employees engineering credentials, to help the company qualify for government contracts. According to the Qingdao authorities, half of the seized forged certificates were for university degrees, but 30% were for specialist qualifications including professional and vocational titles. Although a large quantity, it was not just the overall number of the seized fake certificates that aroused interest – they appeared to indicate a new and lucrative avenue for fraudsters.
“We still see a lot of fake university qualifications from China and also the quality is quite good,” said Ning, who has been monitoring China closely for many years. But the move towards bogus qualifications that would lead to jobs in China “is a new trend”, she said.
With high graduate unemployment, even for those with degrees from the US, the UK and Australia, graduates need to distinguish themselves from their job-seeking peers in other ways.
“If you have a degree and a professional registration, it is more attractive,” Ning said, adding that a fake professional qualification could also be cheaper than obtaining a fake foreign degree.
The Qingdao swindlers provided professional accreditation certificates by government departments for CNY3,000 or more. A fake degree purporting to be from a US university can cost hundreds of thousands of yuan, and in some cases – such as a fake American MBA – applicants must also have several years' management experience in a big or medium-sized company, for it to be passed off as authentic.
More sophisticated schemes
Rao Mindang, of the Beijing Haidian procuratorate, said previous degree mill cases usually targeted students who had failed highly competitive college entrance exams and wanted a degree certificate. The more sophisticated schemes targeting the high end had emerged only recently. In particular, credentials that can lead to secure and prestigious jobs as government employees are sought after. “There are national examinations for government recruitment and many courses to prepare for them, and some are fraudulent,” said Ning.
Police said it was essential to catch those setting up the bogus organisations, with rising numbers of complaints. In many cases, students are completely unaware that they are attending a qualifications mill. Even if students are caught with bogus degrees, it is not easy to charge them. This month Wuhan University of Technology in Hubei province said it was investigating a case of more than 100 graduates suspected of obtaining a masters degree from the institution fraudulently, after it was found they had used fake bachelor degree certificates to gain admission, according to the Guangzhou-based New Express newspaper. The students are likely to escape punishment because it is the university that must verify certificates. Wang Shuli, vice-dean of the university’s school of economics, acknowledged in China Daily that the college was responsible for verifying, but said it was “not always easy” to carry out the checks.
"If the universities' stamps on the applicants' certificates appear genuine, they will pass the verification process," he said.
Admissions employees can often experience difficulties. "When we attempt to check the authenticity of diplomas issued by other universities, we are always rebuffed," he said.

Par Jean-Christophe Le Duigou. Sociologue et économiste, l’auteur revisite la notion de qualification et analyse les raisons pour lesquelles le travail non qualifié peut sembler se développer dans nos sociétés.
Qu’est-ce que le travail  non qualifié ? de José Rose. Ce livre intéressera tant les spécialistes de l’emploi que les acteurs du monde du travail, syndicalistes, enseignants, formateurs. Il revisite la notion de qualification éclatée de longue date entre trois approches: celle du travail, celle de l’emploi et celle de la personne du travailleur. L’ouvrage ne sacrifie pas aux visions simplistes de la « non-qualification ». On partagera avec l’auteur l’idée que tout travail industriel ou de service, fût-il taylorisé, comporte une part irréductible d’initiative personnelle qui fait appel à l’expérience, à la réflexion et à d’indispensables compétences, donc à la qualification.
D’où vient alors l’apparente extension du travail non qualifié dans nos sociétés modernes? L’auteur identifie trois explications. D’abord, en multipliant les rémunérations autour du Smic, les entreprises et les gouvernements ont déprécié nombre d’emplois qui apparaissent à partir de là dans les statistiques comme des emplois peu qualifiés.
La seconde cause est la non-reconnaissance des compétences exercées et l’absence de visibilité de nombre d’entre elles qui provoquent la dévalorisation, réelle et ressentie, de l’activité professionnelle. Enfin du côté des personnes, la non-qualification découlerait des limites de la formation initiale. La part des jeunes sortant du système éducatif sans diplôme semble bien sûr stabilisée. Mais cette part ne baisse plus et elle demeure à un niveau très élevé. Ce qui, année après année, nourrit l’accumulation de centaines de milliers de jeunes sans qualification reconnue.
L’auteur passe en revue de nombreuses pistes d’évolutions nécessaires pour les politiques publiques et sociales. En insistant sur « le sens de l’activité et les conditions de l’implication humaine » elles participeraient à la remise en cause de la manière de produire. Mises en perspective, elles modifieraient la façon de concevoir l’activité productive elle-même. Ce chapitre cherche à esquisser les contours d’une « politique de la qualification ». L’auteur préconise de jouer sur toute la gamme des outils classiques d’intervention (l’éducation, la formation, l’accompagnement social, la politique salariale…) « en les ciblant sur les non-qualifiés » de manière à leur apporter une nouvelle efficacité. Est-ce une vraie rupture? C’est peut-être là que le livre nous laisse quelque peu sur notre faim.

A la suite, les témoignages de deux organismes de formation locaux, l’ASFODEP de Niort et le Centre de Formation des Sapeurs Pompiers de la Vienne, ont apporté un éclairage précis sur la mise en œuvre de cette démarche et son intérêt pour la structure.
A consulter:
- le site de l’OPQF: www.isqualification.com
- la revue documentaire élaborée par l’ARFTLV consacrée aux démarches qualité en formation.
Cette matinée s'inscrivait dans le cadre du dispositif Safran qui propose actuellement d’autres actions de professionnalisation.
Pour toute information, l’équipe Safran est à votre disposition au 05 46 00 32 32 et sur : safran@arftlv.org.

Network for integrating Virtual Mobility and European Qualification Framework in HE and CE Institutions
The project of this network proposes to help educational and training institutions to achieve Virtual Mobility and to guarantee EQF implementation through e-learning, aiming at finding specific obstacles in institutions and proposing concrete and innovative solutions. It will promote cooperation and joint work among partner organizations and will link with related initiatives. It will address other educational networks to help the dissemination of the results.
The project is organized in twelve workpackages that cover all activities of the project. The core group is composed by four subject interest groups (SIG) that address the main objectives of the network. Each SIG will research the selected themes, looking for what has been done and proposing answers for the research questions. Each SIG will also look for potential collaboration with other projects and initiatives that are working in similar areas.
Latest dissemination activities attended by the VIRQUAL consortium
VIRQUAL newsletter 6
The VIRQUAL partnership conducted a number of very successful dissemination activities at the recent S-ICT 2011 and 42th EUCEN Conferences, held respectively in Vienna and Genoa, in November. The main aspects concerning the VIRQUAL Model for virtual mobility were addressed both in the keynote and in specific workshops as well as in special panel discussions with stakeholders. Amongst others, it was addressed how the VIRQUAL model and guides contribute to help learners, institutions, companies and governments dealing with different scenarios of higher and continuous education organization and legislation implement student mobility at a large scale across Europe.
The debates concerning the ‘Institutional’, ´Teacher´ and ´Learner´ versions of the VIRQUAL guides were attended by several experts, teachers and learners who had the chance to have an in-depth look at the document and analyze the relevance of these tools in order to provide institutions with the capacity to improve transparency and facilitate virtual mobility. Participants concluded that this guide covers of the most significant aspects that arise when institutions deal with issues of student’s mobility. In this sense, they’ve all felt the VIRQUAL Model and Guide will indeed help institutions and teachers design new programmes and courses in a more friendly way to foster of virtual mobility across the old continent. Besides this, institutional representatives also remarked issues related with inter-institutional agreements (e.g., accreditation, validation and transparency) and are confirmed that those are some problems in implementing virtual mobility more widely. The same observations were made by participants in the Genoa Conference. It should be underpinned however, that participants at these roundtables all mentioned how decisive institutional commitment is for assuring the quality of the learning process, thus also assuring the credibility of the virtual mobility process. Tools supporting virtual mobility exist and it is just a question of applying the proper methods and procedures to facilitate mobility.
See also VIRQUAL newsletter 5, VIRQUAL newsletter 4.

La Commission européenne a adopté, le 19 décembre 2011, une proposition de modernisation de la directive sur les qualifications professionnelles qui vise à permettre aux professionnels de trouver plus facilement des emplois qualifiés en Europe. La Commission entend « simplifier les règles régissant la mobilité des professionnels au sein de l'Union européenne, grâce à une carte professionnelle européenne qui permettrait de faciliter et d'accélérer la reconnaissance des qualifications pour toutes les professions intéressées ».
Dans un communiqué, la Commission présente les principaux éléments de la proposition, parmi lesquels:
- L’introduction d’une carte professionnelle européenne offrira aux professionnels intéressés la possibilité de bénéficier d’une reconnaissance plus simple et plus rapide de leurs qualifications. Elle se présentera sous la forme d’un certificat électronique et permettra aux professionnels de fournir des services ou de s’établir dans un autre État membre.
- Un meilleur accès aux informations relatives à la reconnaissance des qualifications professionnelles grâce à la mise en place de guichets uniques, qui permettront à la fois d’obtenir des informations sur les documents requis pour la reconnaissance de leurs qualifications et d’effectuer toutes les procédures.
- La mise en place de cadres de formation communs et d’épreuves communes de formation.
Consulter la proposition de modernisation de la directive sur les qualifications professionnelles (directive 2005/36/CE).