Francis PETEL MC AEG Chairman CNCP member EU Expert

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Assessing Marketing South African Qualifications
against the Official European Qualifications
Framework (EQF) in a global perspective
EUROPEAN UNIONDG EDUCATION AND CULTURE
Accrediting Marketing South African
Qualifications against European Marketing
Qualifications Standards (EMQF) standards
Francis PETELMC AEG ChairmanCNCP memberEU
Expert
Johannesburg, nov 29 th 2006
Durban, nov 30 th 2006
Capetown, dec 1 st 2006
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EUROPEAN QUALIFICATIONS FRAMEWORK EQF
SOUTH AFRICAN MARKETING QUALIFICATIONS
Assessing Marketing South African Qualifications
against the Official European Qualifications
Framework in a global perspective
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EUROPEAN MARKETING QUALIFICATIONS FRAMEWORK EMQF
SOUTH AFRICAN MARKETING QUALIFICATIONS
Accrediting Marketing South African
Qualifications against emqf standards
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• A coordinated initiative by EU and a European
  sectoral organisation

• EMQF
• European Marketing Qualifications Framework

• EQF
• European Qualifications Framework

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One main issue for a global approach to
qualifications

• A strong demand for comparability

• A huge diversity in frameworks, systems, and
  processes

European Union answer

• Transparency

• Mutual trust

EQF (and EMQF) proposal

• A translation device

• A quality process

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Considering all relevant stakeholders

• Companies professionals

• Need for identified competencies

• National frameworks

• Subsidiarity

• Common agreement on occupational standards

• Sectors

• A key role in the development of human capital

Providers
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What is the EQF?

• EQF is the European Qualifications Framework,
  future EU recommendation dedicated to the needs
  of vocational (and professional) education and
  training in a lifelong learning perspective

• Developed through the Copenhagen process(dealing
  with VET)

• In relations with the Bologna process(dealing
  with Higher General Education)

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The bologna process a framework for the European
Higher Education Area (EHEA)
The copenhagen process a framework for
vocational and professional education and
training (VET)

• professional education
• initial and continuing education
• learning outcomes
• lifelong learning
• informal and non formal learning
• distance learning
• competences as building blocks
• national and sectoral approach
• European Qualifications framework8 reference
  levels

• General education
• Mainly initial education
• Resources
• Programs
• Staffing
• Workload
• Years as building blocks
• University/academic
• Or higher education authorities approach
• Bachelor gtgt Master gtgt Doctorate

Fulfilling the lisbon objectives towards the
knowledge society
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How does EQF work?
Translation device for comparing qualifications
Neutral reference point based on learning
outcomes
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Country A
Country B
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The Eight EQF Levels
EachEQFReference Level
Knowledge
Skills
Competences
Learning outcomes are statements of what a
learner is expected to know,understand and/or be
able to do at the end of a period of learning
(CEDEFOP)
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Focus on Learning Outcomes
EQF
LearningOutcomes
Non-Formal Learning
Informal Learning
Formal Learning
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Level descriptors
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Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.
Knowledge Skills Competence
In the EQF, knowledge is described as theoretical and/or factual. In the EQF, skills are described as cognitive (use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments). In the EQF, competence is described in terms of responsibility and autonomy.
Level 1 The learning outcomes are basic general knowledge basic skills required to carry out simple tasks work or study under direct supervision in a structured context
Level 2 The learning outcomes are basic factual knowledge of a field of work or study basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools work or study under supervision with some autonomy
Level 3 The learning outcomes are knowledge of facts, principles, processes and general concepts, in a field of work or study. a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information take responsibility for completion of tasks in work or study adapt own behaviour to circumstances in solving problems
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Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.
Knowledge Skills Competence
Level 4 The learning outcomes are factual and theoretical knowledge in broad contexts within a field of work or study a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities
Level 5 The learning outcomes are comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems exercise management and supervision in contexts of work or study activities where there is unpredictable change review and develop performance of self and others
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Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.
Knowledge Skills Competence
Level 6 The learning outcomes are advanced knowledge of a field of work or study, involving a critical understanding of theories and principles advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts take responsibility for managing professional development of individuals and groups
Level 7 The learning outcomes are highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or researchcritical awareness of knowledge issues in a field and at the interface between different fields specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams
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Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.
Knowledge Skills Competence
Level 8 The learning outcomes are knowledge at the most advanced frontier of a field of work or study and at the interface between fields the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research
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Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.
Knowledge Skills Competence
Level 4 The learning outcomes are factual and theoretical knowledge in broad contexts within a field of work or study a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities
Level 5 The learning outcomes are comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems exercise management and supervision in contexts of work or study activities where there is unpredictable change review and develop performance of self and others
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• Identification and comparison need both generic
  and specific descriptors

Each qualification should use commonly accepted
descriptors, involving), as those included in the
EQF
Genericdescriptors are includedin the EQF, in
terms of
knowledge, skills, andcompetencesAutonomy and
responsibilityLearning competence,Communication
and social competence,Professional and
vocational competence
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• Identification and comparison need both generic
  and specific descriptors

• Each qualification should also refer to a
  description of technical competencies, related
  activities, specific to the profession targetted
  by the qualification

Specific descriptorsare identified through
occupational mappings relatedto a family of
functions
In most European countries, as well as at
European level, this is done by sectoral bodies
these descriptors could appear for instance in
the relevantpart of the Certificate Supplement
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From EQF to EMQF

• A joint initiative by EU and a European sectoral
  organisation

• EMQF
• European Marketing Qualifications Framework

• EMQF
• European Marketing Qualifications Framework

• EQF
• European Qualifications Framework

• EMQF
• European Marketing Qualifications Framework

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What is EMQF?
It is an accreditation scheme for marketing
professional organisations, working at national
level, directly or through partnership with well
known training providers.
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What is EMQF?
It evaluates and compares local sectoral
qualifications belonging to the field of
Marketing, Sales and Communications Management
with a professional mapping of the profession
developed by EMC through a Leonardo pilot project
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What is EMQF?
It assesses its level against standards and
descriptors established through the EU EQF
recommandation
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What is EMQF?
It makes it possible for any local qualification
having joined EMQF
LEONARDO CERCOM EMQF FUNCTIONAL AND
OCCUPATIONAL MAPPING
To identify the professional outcomes of a
qualification
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What is EMQF?
It makes it possible for any local qualification
having joined EMQF
EQF REFERENCE LEVELS DESCRIPTORS
To identify the reference level of  a specific
qualification
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What is EMQF?
It makes it possible for any local qualification
having joined EMQF
To be assessed in terms of quality with the same
tool as any qualification belonging to a European
National or a sectoral framework
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EMQF 8 standards
I IDENTIFICATION OF TARGETED FUNCTIONAccredited
qualification should target an activity, or a
function , or a family of functions, related to
the EMQF mapping of the marketing profession
(based on LEONARDO CERCOM) and assessed against
its descriptors (occupational standards)
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I IDENTIFICATION OF TARGETED FUNCTION
The name of target activity, function or
family The identity of Body or experts assessing
and updating professional target name of body,
list of key members or name of expert(s) Any
other process or tool used to identify targeted
occupational profiles, for instance description
of targeted occupations used by the local body as
a standard for the qualification Positions
occupied by former trainees, survey on former
trainees
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EMQF 8 standards
II IDENTIFICATION OF TARGETED LEVELAccredited
qualification should target a level of
occupation, inside the above identified activity,
function , family of functions. This level
relates to the DG Education EQF reference level
descriptors and is assessed against these
descriptors.
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II IDENTIFICATION OF TARGETED LEVEL
Existing reference level or grading for the
qualification delivered by any competent
authority (for instance national framework) Name
of authority delivering and controlling
reference level (if any) Reference level or
grading used by applicant under its own authority
(in case of self attribution) In case of direct
reference to EQF level, or to reference level or
grading identified by applicant, indicate level
(1 to 8) Following documents can be provided by
applicant Official document describing reference
framework and NQF (if any) Official document
granting reference level to candidate
qualification Arguments for self attributed
reference level or grading Research document
showing evidence of EQF level
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EMQF 8 standards
III LEARNING OUTCOMES BASED APPROACHAccredited
qualification should be based on learning
outcomes. Students or trainees should be assessed
against learning outcomes.
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III LEARNING OUTCOMES BASED APPROACH
Following documents can be provided by
applicant Layout and formatting of
qualification providing evidence of learning
outcomes based format. List of components
enforcing a learning outcomes orientation of the
qualification Elements of qualification rationale
showing professional and learning outcomes
orientation All relevant documents listing
expected learning outcomes Exam papers Exam
regulations passing regulations
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EMQF 8 standards
IV REFERENCE TO COMMON MAPPING DESCRIPTORSLearnin
g outcomes used by the accredited qualification
should normally match LEONARDO CERCOM descriptors.
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IV REFERENCE TO COMMON MAPPING DESCRIPTORS
Comparative list of applicants qualification
learning outcomes and EMQF matching standards All
relevant documents listing expected learning Exam
papers
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EMQF 8 standards
V DELIVERY PROCESS TRANSPARENCY Process and
organisation of local body in charge of
delivering qualification should be described in a
transparent way.
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V DELIVERY PROCESS TRANSPARENCY
All official documents concerning applicant Key
members of the Board and their CVs Key members
and CVs of scientific panel (or other regulatory
body inside the institution) Official documents
indicating Board members, Boards statutes and by
laws Official documents indicating scientific
panel members, statutes and by laws Institutional
(EMC national body or co-contractor accreditation
or recognition by competent authorities or any
official authorisation to run activity,
concerning the institution itself (independently
from the elements of recognition or quality
control concerning only the targeted
qualification activity which also have to be
forwarded), including National authorities,
Regional authorities, Chamber of commerce, of
industry, Economic sector, European,
International, National or regional professional
Organisation And mentioning Official statute of
the organisation delivering the qualification or
backing the school Name and full address of the
certifying body Specificities of recognition
(duration,restrictions, field of
implementation Nature, mode and range of controls
being enforced by Competent authority
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the applicant is the designer and owner of the
certification has identified learning outcomes
related to targeted professional qualification ,
has created name and marketing brand, and has
specifically designed the final exam or any other
assessment and keeps it updated has specified
admission requirements to the qualification if
any (age, professional experience, prior diplomas
or certifications, professional experience, for
instance as they appear in the Europass,
necessary training period leading to
certification) delivers or controls delivery of
individual diplomas, certificates, or whatever
form of recognition of the level of competencies
possessed
can a candidate have direct access to
qualification through validation of non formal or
informal prior learning? Indicate main
rules should he follow a specific training
program or one of the certification body's
licenced programs ? Are there exemptions to the
previous rules ? If yes, provide with precise
details Does the certification body check equal
opportunities between all kinds of candidates
men and women, citizens of any European
country? Is the certification a post experience
one (normally? in all cases? for what
percentage?) What is the nature of required
experience? on how long?
In case of dual certification (if several
diplomas-certificates are delivered jointly to
the same candidate name of other diplomas /
certificates likely to be delivered to the same
candidate Positioning of the certifications
(priority, difference of scope, ...) Are they
delivered according to different criterias If
yes, which ones? Is qualification modularised
? Is it possible to have modules validated by a
formal document (module, unit, competency
certificate, )? If yes, is it possible to
build qualification by piling units? According to
what rules? What are the criteria for
modularisation ? (group of professional
activities, bundle of competencies, interim level
of mastering of targeted job, learning progress,
modules corresponding to a term, a semester, a
year, a number of units, Institutional
the applicant Organises final assessment, even
though training has been performed by another
institution Controls by chairing,
participating or any other mean final assessments
when organised by another certification
institution, or the training institution
itself Is the designer of the training
programs leading to the certification Sets entry
regulation rules and controls students's
enrolment at the entry of training
programs enrols students himself delivers
training programs leading to certification
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EMQF 8 standards
VI EQUAL ACCESS FOR ALL Candidates to
qualification should be equally assessed towards
learning outcomes.
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VI EQUAL ACCESS FOR ALL
Exams, project papers as well as assessment
process for the validation of non formal and
informal prior learning Should normally cover
the full range of learning outcomes Should
provide equal opportunities to all
candidates Applicant should describe relationship
between the nature and content of exam and
targeted occupational profiles, learning outcomes
or any definition of targeted profile
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EMQF 8 standards
VII EXTERNAL AND INTERNAL QUALITY
CONTROLProcess implemented by accredited
qualification should meet quality standards
enforced by internal and external quality
control.
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VII EXTERNAL AND INTERNAL QUALITY CONTROL
Description of qualification process and
organisation, regarding candidates registration,
exam organisation, appeal procedures Description
of internal quality control concerning the above
mentioned process Name and address of external
quality organisation Describe the nature of
control
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EMQF 8 standards
VIII EQF QUALITY STANDARDSExternal quality
control should relate to DG education EQF
standards and requirements.
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VIII EQF QUALITY STANDARDS
Requirements concerning external QC should be at
highest level. external quality control
organisation should comply with current and
future EQF requirements, as well as subsidiarity
principles (local regulation put in place by
National Qualifications authorities), even they
are different from EQSF requirements Document
providing evidence of QCO compliance with EQF
requirements Contract document with external
quality control organisation Latest reports by
QCO
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An independant accreditation procedure
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EMC Board
Occupationalmapping partners
EMC members
AEG pool(Accreditation Expert Group)
PQC
AC(Accreditation Commitee)
EMC Member countries will propose expert names to
the PQC. The PQC will recommend a list of them to
the Board that will endorse it
AC is composed of PQC members, plus an additional
EMC Board member and an EMC EU funded project
participant when they are not represented inside
PQC
Applicant
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Report issues outcomes in terms of
recommendations Accreditation is
unconditionally granted . Accreditation is
granted with recommendations (comments are not
mandatory, but will be considered upon
re-accreditation) Conditional, subject to
satisfying the conditions within a certain
timeframe process delegated to the AC Reject,
with reasons Report to next AEG meeting, in case
further information is requested AEG member can
be sent to visit applicant at applicants
cost. Case 1 or 2 Accreditation is granted for
a period of five years, submitted to yearly
mandatory report Case 3 Accreditation is granted
after AC final recommendation for a period of
five years, submitted to yearly mandatory
report Case 4 Accreditation is refused
(applicant may submit an appeal, without any
further fees.) Case 5 next AEG meeting takes
final decision
EMC Board
LEONARDOproject partners
EMC members
reports to the Board on the accreditation and
related activities (except accreditation,
reaccreditation or accreditation withdrawal
decisions, taken by PQC on AEG recommendation and
approved by the Board). Forwards accreditation
fees information to EMC Board Maintains
develops contacts with the relevant third parties
(EU, academics, professionals, governments) Identi
fy additional external financial support (EU,
corporate, sponsors) submitted to Board for
further action.
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a negative answer is sent explaining reasons for
refusal
Local Bodies express their interest in the
qualification process by wri-ting to the PQC
(deadline normally 3 months prior to the annual
AEG meeting).
PQC examines the request (condition EMC member
and general relevance of the application) and
sends an application form to the local body.
documentation is validated gtgt AC forwards it to
AEG panel for final examination
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5
7a
AEGpanel(Accreditation Expert Group)
PQC
AC(Accreditation Commitee)
AEG pool(Accreditation Expert Group)
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7b
Local body returns the application documents and
files to the Accreditation Committee with
payment of the fee.
Documentation is refused (if not EMQF
compatibleeg application concerning only
training provision)
AEG makes recommendations to the AC regarding
accreditations, accreditation renewals or
withdrawals. PQC will then take accreditation
decision to be transmitted to EMC Board for
approval.
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(3a)
AEG meets to decide upon the application.
Applicant local body should attend in order to
answer any final questions
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Request for further information
1
2
(3b)
Applicant
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EQF reference levels descriptors
Dharmisha GOVIND
Born March the 5th 1986 in Capetown
EMQF Leonardo CERCOM functional and occupational
mapping
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Thank you for your attention
And for helping us to build a global zone of
mutual trust for the marketing profession
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fpetel _at_ magic.fr 33 6 62 66 12 96
Visit EMC website www.emc.be
Visit CNCP (French National Qualification
authority website www.cncp.gouv.fr