Thematic Study on the Recognition of Qualifications ... - bvekennis

The contents of this publication is the sole responsibility of the author
and can in no way be taken to reflect the views of the European Union
TABLE OF CONTENTS 1. Rationale 5
2. Research strategy 5
3. Introduction 6
4 EU recognition Directives 6
4.1 Legal basis 6
4.1.1 Education 6
4.1.2 Vocational Training 6
5 The MEDA-ETE project "National Qualification Frameworks and the
Recognition of Qualifications in the Mediterranean Region -
Objectives 2006-2007 7
6 Recognition of professional qualifications in the EU - current
practice 8
6.1 Development and implementation of a single categorisation of
sector/subject areas for the UK 9
6.1.1 Recognition of Lawyers' qualifications 9
6.1.2 Recognition of medical qualifications 9
6.1.3 The five levels of professional qualifications: 9
6.1.4 Commentary on the EU approach to regulated professions 10
6.1.5 Summary 10
7. Transparency of Qualifications 11
7.1 Academic Education 12
7.1.1 The Diploma Supplement 13
7.1.2 European Credit Transfer System [ECTS] 13
7.1.3 Using Learning Outcomes 14
7.1.4 A Credit Accumulation and Transfer system 14
7.2 Professional Education 14
7.2.1 The European Network on Quality Assurance in Vocational
Education and Training [ENQA-VET] 15
7.2.2 Validation of non formal and informal learning 17
7.3 Recently completed projects 17
7.3.1 Certification of skills acquired in informal and non-formal ways
17
7.3.2 European Common Principles for the Accreditation of Non-formal
and Informal Learning in Lifelong Learning 17
8. Transparency of qualifications on an international level 18
8.1 The use of Common International Platforms 18
8.1.1 Legislative framework 18
8.1.2 Development of automatic systems of recognition 18
8.1.3 Criteria for selection of Professional Associations 18
8.1.4 Specification of recognition criteria 18
8.2 A case study 19
8.2.1 The UK Engineering Council [ECUK] 19
9 Current approaches in the MEDA region 20
9.1 Egypt 20
9.2 Jordan 21
9.3 Morocco 22
9.4 Tunisia 22
10 COMMENTARY 24
11 Annex 1: Glossary of relevant terms 26
11.1 Adaptation period 26
11.2 Aptitude test 26
11.3 Common Platform 26
11.4 Evidence of formal qualifications 27
11.5 Regulated education and training 27
11.6 Regulated profession 27
12 Annex 2: Ratification of Recognition Conventions by MEDA countries
27
13 Annexe 2: Previous EU Directives on Mutual Recognition 28
13.1 Council Directive 92/51/EEC of 18 June 1992 on a second general
system for the recognition of professional education and
training 28
13.2 Directive 1999/42/EC of the European Parliament and of the Council of
7 June 1999 29 Rationale
The Study is designed to bring the latest state of the art in the field to
the attention of policy makers and other stakeholders in the MEDA region.
Key European stakeholders will also be considered. This latter group will
be identified during the realisation of the Study after the Cairo Seminar
in December.[1]
The target audience of the study is the MEDA countries relevant
stakeholders, key European stakeholders who will be identified during the
realisation of the study.
This study is based on the latest international expertise and worldwide
developments, with a special reference to the policy developments at
European and Mediterranean region level. The report of this Study reviews
and analyses the current situation in the Europe Union [EU], reflecting
policy debates and discussions, remaining challenges and opportunities /
problems.
In its conclusion, Key questions from the Study have been discussed within
the thematic network established on the same topic from MEDA policy makers
and during the field study visits by the author to Egypt, Jordan, Morocco,
and Tunisia. Network members have been invited to enrich the study and to
disseminate knowledge as widely as possible in their own countries.
An overview of the Study was presented for discussion at the Cairo
Conference of the Project in December 2006 and a draft will be presented
for initial consideration after that Conference.
The Study will develop a conceptual framework for the MEDA network to
analyse their situation, allowing the identification of main issues, and
constituting a basis for a constructive dialogue and exchange between
partners.[2] The study will conclude with an assessment of the relevance
of the topic for the region and include in annex a reference list including
website links, bibliography, list of relevant experts and specialised
institutions in EU and MEDA partners.
The final version of the study will be submitted to the second MEDA-ETE
project Annual Forum. It will be available in two languages (English and
French) for outside users and they will be published and distributed (as
hard copy as well as an electronic copy on the MEDA-ETE website) for wider
dissemination.
Research strategy
Review the current state of policy and its implementation among EU Member
States in the area of mutual recognition of qualifications. The study will
emphasize the specific problems encountered by the Member states to adjust
national function of recognition of foreign qualifications through the
ENIC/NARIC network[3], including links (if any) between awarding bodies. Examine in the MEDA region the compatibility of national systems of
qualification or other certification with the recognition of foreign
qualifications and the national legislative backgrounds on which the
process of recognition of qualifications rests.
Consider the possibility of a qualification being awarded outside formal
recognition, for example through the Recognition of Prior Learning.
Review the working of the process of recognition in specific sectors and
professions, where sector, industry and regulatory associations and
professional bodies come together to agree and establish international
standards and regulations, including the issue of the nature of an
international awarding body. Introduction
The recognition of qualifications is concerned with three main issues:
1. Opening up for individuals the possibility of working at their
profession or occupation within the legal economy of a country other than
the one in which they had qualified.
2. Enabling employers to recruit the necessary qualified and competent
persons in order to contribute to their economic success.
3. Improving the competitiveness of national and regional economies in an
increasingly globalised world, by enabling qualified and competent
persons to move to the source of employment and to facilitate inward
investment. The Study will consider the related issues of Recognition Directives,
Comparability and Transparency of Qualifications. EU recognition Directives 4.1 Legal basis The policy of the EU member states is framed by The Treaty of European
Union that defines the legal relationships between the European
Institutions (the Commission, Council, and Parliament) and makes specific
references to Education and Vocational Training. 4.1.1 Education Article 149 of the Treaty defines the recognition of qualifications in
Education.[4]
"The Community shall contribute to the development of quality education by
encouraging cooperation between Member States and, if necessary, by
supporting and supplementing their action, while fully respecting the
responsibility of the Member States for the content of teaching and the
organisation of education systems and their cultural and linguistic
diversity." (Paragraph 1)
"Community action shall be aimed at ... encouraging mobility of students
and teachers, inter alia by encouraging the academic recognition of
diplomas and periods of study; (Paragraph 2) ... The Community and the
Member States shall foster cooperation with third countries and the
competent international organisations in the field of education, in
particular the Council of Europe." (Paragraph 3) 4.1.2 Vocational Training Article 150 of the Treaty defines the situation n the field of Vocational
Training:
"The Community shall implement a vocational training policy which shall
support and supplement the action of the Member States, while fully
respecting the responsibility of the Member States for the content and
organisation of vocational training." (Paragraph 1)
The recognition of vocational qualifications is dealt with under the
vocational training policy. Vocational Training Policy One of the key elements of EU policy is "Enhancing the effectiveness and
timeliness of recognition procedures for the purposes of further study,
training or employment throughout Europe[5]" which involves the use of
Directives.[6] This approach began in 1988 and has concentrated on the
recognition of qualifications in "recognised professions" based on higher
education.[7]
A Comparable approach in the MEDA Region, without the legal status present
in the EU, is the 2005 UNESCO project "Towards the Establishment of a
Mediterranean Network for the Recognition of Qualifications and Quality
Assurance (RecQualif MEDA)." This project reviewed the relevance of
European approaches building on the experiences of the European National
Information Centres/the National Academic Recognition Centres
(ENIC/NARICs).[8] This work is part of a larger volume of UNESCO -
coordinated work in Higher Education.[9] This area is located within the
general framework provided by the 1997 Convention on the recognitio