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Europapreneur Report

EUROPAPRENEUR

NATIONAL RESULTS REPORT

SURVEY OF PARTNER COUNTRIES

Liz Carroll, ISME

Work Package 5

13 May 2009

TABLE OF CONTENTS

1INTRODUCTION

1SURVEY RESULTS

1Is there a need for this qualification in the partner countries?

2What is already available in the partner countries?

2Where does the Finnish qualification fit into the partner countries’ frameworks, if they have one?

3Is there any constructive criticism of the qualification?

4APPENDIX I

4National Survey Reports of Partner Countries

6BELGIUM

9IRELAND

20ITALY

26NETHERLANDS

28PORTUGAL

45SPAIN

70APPENDIX II

70Comparison Between National Entrepreneur Qualifications

94APPENDIX III

94Comparison of National Qualifications

INTRODUCTION

Work Package 5 – Design of European Competence Qualification for Entrepreneurs.

The description of the activities are:

1. Comprehensive national enquiries

2. Contact making with qualified experts in Europe

3. Problem oriented expert interviews

4. Process production writing for common European qualifications for Entrepreneur.

The results expected are:

1. National Result Reports

2. European overview of the demand and market analysis

3. Module Structures

A survey of all the partner countries was carried out (See Appendix 1 for the responses) between 12 December 2008 and 27 March 2009.

The aim of the survey was to establish:

· Is there a need for this qualification in the partner countries

· What is already available in the partner countries

· Where the Finnish qualification fits into the partner countries’ frameworks if they have one

· Is there any constructive criticism of the qualification?

SURVEY RESULTS

Is there a need for this qualification in the partner countries?

There are mixed answers to this.

Ireland, Netherlands and Belgium already have qualifications in this area. But the Finnish Qualification could be adapted to meet the needs of these countries:

· Where Belgium is concerned the requirements for the qualification are strict and must be adhered to in order to be eligible to establish a business in the country.

· The Dutch qualification is currently under review and the relationship cannot be clearly defined.

· The Irish qualification seems to be at one level lower than where the Finnish qualification is pitched. However, representatives of the three target audiences for the qualification have been surveyed and the feedback is that there is little demand for qualifications from those who participate in Start Your Own Business courses. This covers those in the craft industries, i.e. apprentices or graduate apprentices, or many of those who are thinking about starting a business.

The Accelerating Campus Entrepreneurship(ACE) Project will put a Trainer of Trainers programme in place for trainers in third level institutions in the near future and it will based on the NICENT Trainers programme (www.nicent.ulster.ac.uk) and NCGE's IEEP programme (www.ncge.com).

The Finnish qualification can have additional benefits to what is already available in Portugal but the structure and way in which to do this would need to be decided. In order to improve local development and labour market integration a new institutional design of cooperation and better integration between local institutions and actors might be an appropriate approach.

Slovenia can see a need as entrepreneurship is not currently certified. Additional benefits would be:

· To encourage young people to set up and run their own business

· To raise awareness among young people that the use of “entrepreneurship competences” can be a possibility for a professional career

· To develop entrepreneurial spirit among young people.

Spain can see a value in the lessons of the Finnish model but see it as a solid starting point from which to respond to the local needs, not to be used as a direct translation, step by step, into the Spanish system.

Italy didn’t respond to this question.

What is already available in the partner countries?

Ireland – FETAC Level 5 Start Your Own Business and others at a higher level, with a train the trainer being developed.

Belgium – Basic Level Course in Business Management

Netherlands – Currently under review

Slovenia - Nothing

Italy - Nothing

Spain – Nothing specific detailed

Portugal – Various programmes

See Appendix 2 for a comparison of programmes currently available (based on information provided).

Where does the Finnish qualification fit into the partner countries’ frameworks, if they have one?

See Appendix 3 for crossmapping of Qualification

It is not possible for the qualification to be directly implemented into the Italian or Dutch systems as there are strict formats for qualifications. In the case of the Netherlands it may be more realistic to add elements to the Dutch standards from the Finnish qualification.

In the case of Slovenia there is a possibility of certifying the Finnish qualification as a key qualification but not as a NVA, as “Entrepreneur” is not seen as a qualification in Slovenia.

It may be possible to certify the Finnish qualification in Belgium. This would require comparing the two qualifications in detail as Belgian federal law must be complied with and Flemish regulations for schools.

In Ireland it would be possible to introduce the qualification to the framework. The programme best fits at Level 6 which is awardable through two agencies (which will be amalgamated over the next two years). The question is whether it should be a FETAC or a HETAC Award.

The advantages of the FETAC award is that once it is an award any organisation can use it. Providers of the qualification, however, do have the control over the content of the training programme. The matching of the assessment and learning outcomes are what are quality controlled, not the learning inputs.

The disadvantages of the FETAC award are that there currently is a hold on any new qualifications being approved for certification. It is also unclear what the system for getting new qualifications onto the overall system will be or when it will happen.

The advantages of a HETAC award is that the organisation presenting the award for approval put forward any type of qualification that meets the learning outcome criteria for the relevant levels and meets other quality assurance requirements.

The disadvantages are that the presenting organisation owns the award and it is only they who can certify it. They would have to approve providers and would have control over the content.

There is usually a learning time input requirement.

This was not made clear in the Spanish submission. They would like to adapt the Finnish model to fit in with identified needs in Spain and also to meet the “Entrepreneurial Spirit” agenda.

In Portugal this would be done through working with business centres, business incubators and public institutions (such as employment centres) and local authorities.

Is there any constructive criticism of the qualification?

In general no constructive criticism was suggested. Having compared the qualification to one available in Ireland, the following are required by the FETAC Qualification but not by the Finnish Qualification:

The Business Environment

· Recognise the importance of ethics within business

The Business Plan

· Carry out a feasibility study

· Set realistic targets

· Apply “what if” scenario to data and valuations.

Implementation

· Design and construct a prototype

· Devise a production or delivery schedule

· Monitor quality, costs and customer relations

Evaluation and Review

· Compare targets with actual results

There may be a value in seeing if these should or could be added into the Finnish competency assessment.

APPENDIX I

National Survey Reports of Partner Countries

BELGIUM

EUROPAPRENEUR – SURVEY OF PARTNER COUNTRIES

Dear colleague,

As you know I have responsibility for Work Package 5 – Design of European Competence Qualification for Entrepreneurs. The description of the activities are:









At the moment I am concerned with activities 1-3 and results 1 and 2. To this end I have developed a timeline and a survey.

The aim of the survey is to establish:





TIMELINE

30/11/08 Sample Survey to Partners

10/12/08Feedback on survey format, etc, to Liz received

15/12/08Survey issued to Partners

21/01/09Survey completed and sent to Liz

31/01/09Report based on survey compiled and uploaded to group

SURVEY

Details of the person completing the survey:

Name: Paul Schram

Job Title: projectmanager Entrepreneurship

Company: DBO (Flemish Ministry of Education)

Sector: regional government

Country: Belgium - Flanders

Email address: [email protected]

For the Partner

Is there a formal comparison between your country’s NFQ and the EQF?

If yes, please submit.

See document ‘Education in Flanders’ (uploaded on the Yahoo! group)

Is there a formal comparison between your country’s NFQ and the Bologna agreement?


Give a short description of your NFQ and include a diagram if one is available.

See document ‘Education in Flanders’ (uploaded on the Yahoo! group)

For the Partner and potential stakeholders in the partner country

Is there a similar qualification already in place?

If yes, give a brief description of the qualification, including a list of types of providers

If yes, is there state support for this qualification?

If yes, what are the benefits of this programme?

Is there a need for a qualification such as the Further Qualification for Entrepreneurs in your country? See documents uploaded on the Yahoo! group:

· Were and how to get the certificate;

· Cercular letter for secondary education: ‘Business management in secundary education;

· Royal Decree ‘The basic level course in business management’

If yes, does the Finnish qualification have additional benefits to what is already there?

If yes, please list.

If no, explain why not.

Have you any constructive suggestions to improve the Finnish qualification?

There is much similarity with the situation in Belgium and Flanders

For the Partner and possibly for relevant stakeholders in the partner country

Can you see a way of certifying the Finnish programme in your system?

maybe

If yes,

What is your suggestion? we have to compare in detail because we have to respect belgian law

What are the possible issues?

Is there anything that is not negotiable? We have take in account Belgian federal law and Flemish regulations for schools

If no,

What are the main inhibitors/barriers?

If you forward this to other stakeholders please list those surveyed separately and show them the two programme documents.

Federal Government Service for Economy, SME, the Self-Employed and Energy

Royal Decree of 7 June 2007 – N 2007 -3191 (publication in the Belgian Official Gazette on 24 July 2007)

The basic level course in business management consists of the following:

A. Entrepreneurial spirit and entrepreneurial skills with focus on:

1° the commitment, qualities and attitudes of an entrepreneur, innovative and creative thinking, awareness of risks;

2° the importance of self-knowledge and the methods to gain this;

3° knowing professional counsellors and the importance of having them assist you;

4° writing a business plan and studying its feasibility

B. Elementary knowledge of:

I. Establishing a business:

1° the different legal structures of businesses, the different marriage systems, commercial property rent, obligatory and optional insurance;

2° social security status of the self-employed;

3° regulations on the environment, spatial planning and hygiene standards, commercial branches, hazardous installations;

4° government support, grants and credits.

II. Accounting, financial and tax aspects:

1° accounting aspects: the importance of accounting as a managerial tool, the headings of a simple balance sheet and a profit and loss account, the key trade and payment documents,

turnover, cash flow, provisions on accounting

of SMEs, the VAT system;

2° financial aspects: cost management and profitability, management scoreboards,

break-even point,

income estimates and investment and financing expenses, the financial

plan, calculation of sales and cost price and cost analysis;

3° tax aspects: the general principles of personal and company tax, the different types of revenue, deductible costs

advance levies and advance payments.

III. Commercial management:

1° supplier and client management, trade negotiations, analysis of competitors;

2° marketing, advertising and sales promotion;

3° supply and stock management;

4° market studies and commercial strategy;

IV. Legislation

1° responsibilities, rights and duties of dealers;

2° bankruptcy;

3° commercial practices and consumer protection;

4° commercial agreements.

The entire subject matter must be acquired in at least 120 hours.

The present Decree shall enter into force on 1 September 2008.

Were and how to get the certificate ‘Basic knowledge of business management’ needed to start your own enterprise in Belgium ?

Most common ways

1 Secondary education

(third degree; 2 or 3th year = last years of secondary education - age: 18/19 years old

· special/extra course ‘Basic knowledge of business management’ (e.g. in general education or VET) - 144 hours (50 min).

· items of the minimum programme are integrated in other courses (Economy, Bookkeeping, Administration, Finance, Sellingtechnique, Commerce…) (e.g. Economic education, Book-keeper, Sales representative,…)

(the teachers have to test whether the pupils have achieved the basic knowledge.

2 Adult education

Adults can follow the course ‘Basic knowledge of business management’ in schools for adult education (evening courses). Modular course - 3 modules - total of 140 hours (50 min).

duration: approx. 15 weeks - 5/6 months.

3 SYNTRA Vlaanderen

The Flemish Agency for Entrepreneurial Training - SYNTRA Flanders is a public agency, depending of the Flemish Department of Work and Social Economy. SYNTRA Flanders is, in the Flemish Region, the agency responsible for the co-ordination of the training towards entrepreneurship. SYNTRA Flanders takes care of young people and adults who wish to obtain qualifications to set up their own business.

· Entrepreneurial training as to become entrepreneur or company manager: this training (tackling both business administration issues as technical vocational aspects) course supplies all the basic knowledge and required competences to become self-employed or to set up one’s own company.

Duration: 3 months (3 lessons per week) or 6 months (2 lessons per week)

4 Selfstudy + official examination organised by the Federal or Regional (Flemish) government


IRELAND


Is there a need for a competence based qualification such as the Further Qualification for Entrepreneurs in your country?

Not explicit

It may benefit the Irish government’s aim to have everyone at one framework level higher than they were in 2006 by the 2020. This would depend on the level it would be certified at.

The fact that it is competence based means that it is of practical benefit to the “students” as entrepreneurs in general are not interested in qualifications but what they can do practically with what they have learned.

Assuming a qualification is needed to ensure the quality of the programmes delivered it would be useful for people doing apprenticeships, e.g. carpentry, jewellery, etc.

It may be useful for the City and County Enterprise Boards (CEBs) as they could enhance their current offering. However, the view is that participants in the Start your Own Business course are interested in the skill not the qualification. In Ireland we are relatively high risk takers and will give something a go.

Accelerating Campus Entrepreneurship

The Accelerating Campus Entrepreneurship(ACE) Project was awarded funding in 2008 through the SIF (Strategic Innovation Fund). It aims, through a collaborative approach, to create entrepreneurial graduates. This will not only require embedding entrepreneurship education into existing non-business programmes but effecting organisational change within and between the institutions to reflect entrepreneurial processes involving collaboration between the academic Schools and Departments, incubation and technology transfer offices.

This project has a four targeted approach:

1. Pedagogies, Teaching and Curriculum Development

2. Cross-Faculty Multi-disciplinary approach

3. Embedding Technology Entrepreneurship into Engineering Education, leveraging of non-curriculum activities from incubation/technology transfer offices.

4. Educational Organisation and Cultural Change towards the development of more Entre-and Intra-preneurial approaches.

Part of this project will be to put a Trainer of Trainers programme in place and it will be based on the NICENT Trainers programme (www.nicent.ulster.ac.uk) and NCGE's IEEP programme (www.ncge.com).

Is there something similar already in place?

Yes. FETAC Level 5 – Module. See appendix 1 for details

The curriculum for apprentices has recently been updated in Ireland and there is no element of entrepreneurship in it. It is therefore unlikely for it to be included in the near future. Apprentices or qualified apprentices would go to their local City or County Enterprise Board for the relevant training

City and County Enterprise Boards do Start your own Business courses which may be certified to FETAC Level 5 if participants complete the related assessments, which are competency based. However, there is anecdotal evidence that participants are not interested in the qualification. In more than one region, no one has opted for certification. If someone wanted to be certified to the level of the Finnish qualification they would go to the local Institute of Technology.

Over 20 third level institutions offer Enterprise or Entrpreneurial modules or themes as part of many of their programmes. Some are core modules, some are optional. There is a Higher Diploma in Business in Small Enterprise Support course targeted at people thinking of setting up or already running their own business as well as small business advisors and mentors. The aim of the programme is to enhance participants’ knowledge of small business development theory and practice as well as their research and presentation capabilities. This is offered at Level 8 through Dundalk Institute of Techonology. This may well be replicated in other Institutes of Technology throughout the country.



Emphasis on staff management and sales and marketing activities.



Employment Law and Health & Safety requirements.

Problem solving, innovation, creativity

Recognise the importance of ethics within business

With regard to the Business Plan

· Carry out a feasibility study

· Set realistic targets

· Apply “what if” scenario to data and valuations.

Design and construct a prototype

Devise a production or delivery schedule

Monitor quality, costs and customer relations

Compare targets with actual results

Could be more practical in parts, e.g.

To be shorter

For the Partner



Due to be finalised summer 2009. See below for diagram.



Yes. See below for diagram.

EQF Levels

EHEA Framework (Bologna)

NFQ Levels

NFQ Major Award Types

1

1

Level 1 Certificate

2

Level 2 Certificate

2

3

Level 3 Certificate, Junior Certificate

3

4

Level 4 Certificate, Leaving Certificate

4

5

Level 5 Certificate, Leaving Certificate

5

Short Cycle within First Cycle

6

Advanced Certificate (FET award).

Higher Certificate (HET award)

6

First Cycle

7

Ordinary Bachelor Degree

8

Honors Bachelor Degree,

Higher Diploma

7

Second Cycle

9

Masters Degree, Post-Graduate Diploma

8

Third Cycle

10

Doctoral Degree, Higher Doctorate


As you can see in the diagram above there are ten levels. Further Education Awards go from Level 1 to Level 6. These are currently awarded by FETAC. Higher Education Awards start at Level 6 and go up to Level 10. These are currently awarded by HETAC. The government recently announced an amalgamation of FETAC and HETAC and so it is currently unclear what changes there will be. However, the current system will be functional for approximately another two years.

There are specified learning outcomes for each level. As we are probably only concerned with Levels 5, 6 and 7 for this programme I have only listed the related learning outcomes here.

Level 5

Level 6

Level 7

Knowledge – Breadth

Broad range of knowledge

Specialise knowledge in a broad area

Specialised knowledge across a variety of areas

Knowledge – Kind

Some theoretical concepts and abstract thinking with significant depth in some areas

Some theoretical concepts and abstract thinking with significant underpinning theory

Recognition of limitations of current knowledge and familiarity with sources of new knowledge, integration of concepts across a variety of areas

Know How and Skill - Range

Demonstrate a broad range of specialised skills and tools

Demonstrate a comprehensive range of specialised skills and tools

Demonstrate specialised technical, creative or conceptual skills and tools across an area of study

Know-How and Skill - Selectivity

Evaluate and use information to plan and develop investigative strategies and to determine solutions to varied unfamiliar problems

Formulate responses to well-defined abstract problems

Exercise appropriate judgement in planning, design, technical and/or supervisory functions related to products, services, operations or processes

Competence - Context

Act in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs, identify and apply skill and knowledge to a wide variety of contexts.

Act in a range of varied and specific contexts involving creative and non-routine activities, transfer and apply theoretical concepts and/or technical or creative skills to a range to contexts.

Utilise diagnostic and creative skills in a range of function in a wide variety of contexts.

Competence - Role

Exercise substantial personal autonomy and often take responsibility for the work of others and/or for allocation of resources, form and a function within, multiple complex and heterogeneous groups

Accept accountability for determining and achieving personal and/or group outcomes, take significant or supervisory responsibility for the work of others in defined areas of work

Competence – Learning to Learn

Learn to take responsibility for own learning with a managed environment

Learn to evaluate own learning and identify needs within a structured learning environment; assist others in identifying learning needs

Take initiative to identify and address learning needs and interact effectively in a learning group

Competence - Insight

Assume full responsibility for consistency of self-understanding and behaviour

Express an internalised, personal world view, reflecting engagement with others

Express an internalised world view, manifesting solidarity with others.



Yes

If yes,

What is your suggestion?

I think this programme best fits at Level 6 but whether it should be a FETAC or a HETAC Award is the question.


The advantages of the FETAC award is that once it is an award any organisation can use it. Providers of the qualification, however, do have the control over the content of the training programme. The matching of the assessment and learning outcomes are what are quality controlled, not the learning inputs.

The disadvantages of the FETAC award are that there currently is a hold on any new qualifications being approved for certification. It is also unclear what the system for getting new qualifications onto the overall system will be or when it will happen.

The advantages of a HETAC award is that the organisation presenting the award for approval put forward any type of qualification that meets the learning outcome criteria for the relevant levels and meets other quality assurance requirements.

The disadvantages are that the presenting organisation own the award and it is only they who can certify it.

They would have to approve providers and would have control over the content.

There is usually a learning time input requirement.

What would be a “deal breaker”?

A specific time deadline for certification may make a result impossible as both HETAC and FETAC work at their own pace.

If no,

What are the main inhibitors?

None that I can think of.

APPENDIX 1

Module Title Start Your Own Business

Purpose This module is a statement of the standards to be achieved to gain an NCVA credit in Start Your Own Business at FETAC Level 5. It is designed to be taken across a wide range of FETAC certificates. The module is designed to provide the skills required to start a business and the knowledge to understand the issues involved in doing so. It will provide the learner with real life experience of investigating and evaluating a business idea.

Preferred Entry Level National Vocational Certificate Level 1, Leaving Certificate or equivalent qualifications and/or relevant life and work experiences.

Special Requirements None.

General Aims

Learners who successfully complete this module will:

8.1 develop appropriate knowledge and skills for starting a business

8.2 understand the processes involved in starting, operating and evaluating a business

8.3 appreciate how a range of internal and external factors can influence the development of a business

8.4 appreciate the importance of good planning, organisation, implementation and evaluation skills.

Units The specific learning outcomes are grouped into 5 units.

Unit 1 The Business Environment

Unit 2 Planning and Decision Making

Unit 3 The Business Plan

Unit 4 Implementation

Unit 5 Evaluation and Review

Specific Learning

Outcomes

Unit 1 The Business Environment

Learners should be able to:

10.1.1 distinguish between different business structures, to include sole trader, partnership, private limited company, public limited company, cooperative

10.1.2 describe the political, economic, social and technical factors that effect entrepreneurial activity

10.1.3 identify the main characteristics of Small and Medium-sized Enterprises (SMEs)

10.1.4 describe the internal factors that contribute to the success and failure of Small and Medium-sized Enterprises (SMEs)

10.1.5 define the following terms: opportunities audit, feasibilities study, business plan, market research

10.1.6 identify the legal requirements for setting up a business and registering a company

10.1.7 identify the methods for disbanding a business

10.1.8 explain the safety, health and environmental regulations that apply to the workplace

10.1.9 recognise the importance of ethics within business

10.1.10 identify a range of personal and practical skills required for developing a successful business

10.1.11 explain the importance of the following: leadership, creativity, problem solving, risk management, ability to identify opportunities

10.1.12 identify the significance of time management and training and development

10.1.13 identify the importance of effective planning, organisation and management when running a business.

Unit 2 Planning and Decision Making


10.2.1 identify sources of information required to develop a business

10.2.2 locate appropriate agencies to assist the process

10.2.3 identify appropriate means of finance

10.2.4 identify a range of business opportunities in the local environment

10.2.5 identify appropriate strategies for market research, marketing, finance, personnel requirements

10.2.6 design a market questionnaire for a business idea

10.2.7 select appropriate technologies for use in a business

10.2.8 identify the personnel needs of the business

10.2.9 identify individual and group training needs

10.2.10 follow appropriate procedures for organising and holding business meetings

10.2.11 identify legal and statutory requirements to include payroll, VAT, health and safety

10.2.12 analyse the potential strengths, weaknesses, opportunities and threats (SWOT analysis) to the business

10.2.13 devise short, medium and long term plans for the business

10.2.14 identify a number of decision-making models

10.2.15 make decisions based on data available

10.2.16 set personal goals

10.2.17 work effectively with others

10.2.18 identify the benefits of team work.

Unit 3 The Business Plan


10.3.1 outline the main elements of a business plan

10.3.2 carry out an audit of enterprise opportunities in the locality

10.3.3 identify a specific product or service for development

10.3.4 carry out a feasibility study as appropriate

10.3.5 cost the development of product or service, including all relevant capital and revenue costs/expenses

10.3.6 determine sources of finance

10.3.7 consult relevant experts or consultants

10.3.8 compile a business plan

10.3.9 set realistic targets

10.3.10 apply ‘what if’ scenario to data and valuations.

Unit 4 Implementation


10.4.1 design and construct a prototype

10.4.2 devise a production or delivery schedule

10.4.3 apply an appropriate marketing strategy

10.4.4 identify gaps or areas for improvement in the business plan

10.4.5 devise an appropriate accounting and/or recording procedure

10.4.6 apply all statutory requirements and regulations

10.4.7 produce product or supply service

10.4.8 monitor quality, costs and customer relations.

Unit 5 Evaluation and Review


10.5.1 recognise the importance of evaluating all stages of the process

10.5.2 compare targets with actual results

10.5.3 identify areas of success and areas that require improvement

10.5.4 outline future plans for product/service

10.5.5 outline future resources required

10.5.6 record experience gained and lessons learned

10.5.7 carry out a personal review to identify skills and qualities that have been developed.

Portfolio of Assessment

Assessment is devised by the internal assessor, with external moderation by FETAC.

Summary Project 100%

11.1 Project The internal assessor will devise a project brief that requires candidates to demonstrate:

· understanding and application of business concepts

· planning, implementation and review skills.

Candidates will be required to identify the steps necessary to set up a new business enterprise, draw up a business plan, operate the business, and review the whole process. The business may involve producing a product or providing a service.

Evidence presented will include:

· log of process from start to finish, with details of production/delivery schedules, decisions taken with reasons, ongoing monitoring/evaluation

· ·complete business documentation including market research/survey, SWOT analysis, description of personnel roles and responsibilities, health and safety statement, etc

· business plan

· financial records

· product/artefact or record of service provided

· evaluation report on business

· personal review.

The project may be presented using a variety of media, including written, oral, graphic, audio, visual or any combination of these. Any audio or video evidence must be provided on tape. The project may be undertaken as a group or collaborative piece of work. The individual contribution of each candidate must be clearly identified.

APPENDIX 2

Descriptors defining levels in the European Qualifications Framework (EQF)

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 In the context of EQF, knowledge is described as theoretical

and/or factual.

Level 1 The learning outcomes relevant to Level 1 are basic • general knowledge

Level 2 The learning outcomes relevant to Level 2 are • basic factual knowledge of a field of work or study

Level 3 The learning outcomes relevant to Level 3 are • knowledge of facts, principles, processes and general concepts, in a field of work or study

Level 4 The learning outcomes relevant to Level 4 are • factual and theoretical knowledge in broad contexts within a field of work or study

Level 5* The learning outcomes relevant to Level 5 are • comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that

knowledge

Level 6** The learning outcomes relevant to Level 6 are • advanced knowledge of a field of work or study, involving a critical understanding of theories and principles

Level 7*** The learning outcomes relevant to Level 7 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 research

• critical awareness of knowledge issues in a field and at the interface between different fields

Level 8**** The learning outcomes relevant to Level 8 are • knowledge at the most advanced frontier of a field of work or study and at the interface between fields

13

Skills

In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments).

1. • basic skills required to carry out simple tasks

2. • 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

3. • a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information

4. • a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study

5. • a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems

6. • advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study

7. • 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

8. • 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

Competence

In the context of EQF, competence is described in terms of responsibility and autonomy.

1. • work or study under direct supervision in a structured context

2. • work or study under supervision with some autonomy

3. • take responsibility for completion of tasks in work or study

• adapt own behaviour to circumstances in solving problems

4. • 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

5. • exercise management and supervision in contexts of work or study activities where there is unpredictable change

• review and develop performance of self and others

6. • 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

7. • 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

8. • 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

ITALY


Dear colleague,

As you know I have responsibility for Work Package 5 – Design of European Competence Qualification for Entrepreneurs. The description of the activities are:















TIMELINE






SURVEY


Name: Stéphane Barbosa

Job Title: Manager

Company: Frareg s.r.l.

Sector: services

Country: Italy


For the Partner



The United States and the EQF system.Depending of the EQF, national authorities of each country were called to establish relations between their systems of titles and qualifications framework with the framework itself. In Italy joining the request of Europe has materialised with the launching in 2007 of a joined work for the construction of the national system of minimum professional standards, certification and training, sponsored by the Ministry of Labour. The Roundtable aims to establish a national system of standards, consistent with the institution of the European Qualifications Framework and skills - EQF. They are part of this roundtable: Ministry of Education, Ministry of University and Research, Regions, Provinces and Autonomous Social partners. Italian Skills. The coordination of Regions has shared the need to affirm the right to the skills’ certification (carried out independently by each system: school-job-training) for individuals who can acquire them through different paths. To do this it is necessary to describe the skills acquired by the person in a transparent and following shared format, referring to professional standards and national register book on training so that they can be spent towards the work and used as credit for bridges inter-and intra educational training systems.Compared to this need the coordination of the Regions has shared the following points: A. the choice to focus on the reasoning the person who is entitled to recognition and certification of skills however and wherever acquired; B. the distinction between educational standards (of responsibility of each regional system, as of competence, and different training chain) and essential national professional standards (of which are jointly responsible social partners and regions) as of benchmarks to certify skills; C. the description of the skills in a shared format and a common language, as a new paradigm or criterion or instrument for measuring and comparing with respect to national professional standards; D. the format of the training book, shared between regions, ministries and social partners, as a recording device of the acquired skills.

To achieve the system described currently we still lacks a government only on issues of standards of competence, certification and recognition. A true clarification has not yet been reached with the social partners to identify the national minimum professional standards and their connection with their regional declinations (based on specific territorial needs). It expects a comparison on how description of skills in shared format on the significance of any concepts of recognition and how to spend certified skills in different systems, about the meaning and value to be attributed to the concept of credit and, finally, on how the consequent in the different accounting systems.

The reference standards

On the definition of standards and certifications today Italy is still working. The difficulties are caused by a decentralization of powers in place by the State to the Regions that redefines roles and responsibilities of local authorities. In the "Technical Paper for the definition of educational standards", approved by the State-Regions conference on January 15, 2004 (in implementation of the Framework Agreement enshrined in the Unified Conference on June 19, 2003, between Minister of Education and Research , The Minister for Labour and Social Policy, the Regions, the Autonomous Province of Trento and Bolzano, provinces, municipalities and mountain communities), lay the foundations for the definition of minimum training standard, to enable recognition at the national level of credits, certifications and qualifications, to ensure links between training routes and school and realize thus a formative experimental education and training. The "minimum condition" will consist in the fact that every system refers (and thus contain), these "minimum" and that you define / explicit elements-rules of mutual translation. The educational standards developed by "technical document" refer to a broader definition of basic skills than those traditionally used in vocational training, because they are not designed only with reference to employability of people but also to ensure the full rights citizenship and are as follows: 1. languages area; 2. scientific area; 3. technological area; 4. historical and socio-economic area. To contextualize the proposed minimum formative standard the "technical document" provides a way of connection between the national and regional levels. National tasks are as follow: • the definition of the general system of classification of professional skills; • the definition of general criteria of certification of competences (personali training book); • the definition of general criteria of credit accreditation (education / training, training / education, education / training); • the definition of minimum standards of training skills; • identifying minimum standards for accreditation of providers of educational and vocational training. The regional tasks are as follow: • the government of a system of skills and credit and related support services; • the contextualization of territorial competence; • the terms and procedures for the testing, evaluation and certification of skills and credits input, during courses and while leaving courses; • standards of design; • the definition of detail the requirements of providers of educational and vocational training.

The educational standards are due to the design, delivery, organization and quality of the training. They are, in fact standards that concern the acquisition paths of skills and must have as a reference Professional Standards so that the educational system guaranteeing the spendibility of acquisitions, namely the allocation to them of a number of usage of which the person may have in their career and work. The professional standards refer to the "specific" (standard elements) that define the scope of "professionalism", and that partly stem from an analysis of work processes. For a description of professional standards three classification levels have been proposed: A. the area that represents all the professions;

B. the figure that represents the minimum national level for describing the professionalism (it should be designed at national level in a very broad way because it is a minimum level); C. The profile is the declination of the figure, more certain and specific professional "features" (the profile is the step towards the concrete reality of the specificities of the local economy).

The standards of educational and higher training (IFTS)

In Italy, for the IFTS paths, was established a National Committee at the Ministry of 'education, of' universities and Research (MIUR) for the definition of standards of competence and testing of innovative models for design and certification. They were first defined the standard of figures reference for IFTS (now the figures are 37 and are contained in Annex A of the enshrined in the Unified Conference on 1 August 2002), these figures have been tried (for 'Annuities 2002/2003) the basic skills and transferable skills. A recent Conference Unified State-Regions has defined finally, the minimum standards of technical expertise. By defining these minimum national standards it will be possible to recognize the skills of the IFTS system throughout the country.

The training credit.

In Italy, the formative credit is a value assignable to a segment of training (eg. A didactic form, an academic year, etc.) or to an individual (work, volunteers, etc.) recognizable in a training course as individual competence already gained. This definition let us see that there are many possible operational declinations of the credit concept that are linked to the different meanings that can be attributed to two words "value-assignable" and "segment of training."

Currently we can distinguish between: A. academic credits, found only within the university framework, nationally and / or between universities in European programmes - ECTS; B. credits of vocational training, found only within the system of F.P, where the law provides them (recognition provided through regional law); C. formative credits, usable within scholastic paths or within the passage from school to work or as an element of integration between systems of education, training and professional experience in industry. A credit in this last sense is the system of "bridges" that make feasible the training credit by default. Enabling a footbridge provides, in fact, preventive agreements between the players that represent education and training systems.

The skills’ certification / Recognition

To date, in Italy, skill’s certification lies with the Regions, for the vocational training system and the relatively MIUR routes to school or both in case of integrated paths. The certification involves three separate sub process: 1. verification / evaluation of the skills as a technical procedure, while subject to constraints of rules and procedures, which covers verification of the requisites possession by the parties subjected of certification; 2. certifying of the same as act whereby a "responsible" person attests the acquisition by the individual of the skills in question and, in general, the criteria considered necessary for the attainment of a diploma or a part of it; 3. the recognition as act that assumes a social/individual and not legal value. This means that the area where it is valid is limited to a clearly identified set of subjects, not taking therefore overall value. In the event that such recognition occurs in a company context it may lead to a statement.

The citizen’s training book.

With the labour market reform (Law 30/03 and subsequent implementing regulation 276/03), this "device" was born which is designed to record the "skills acquired during training, in apprenticeship training, in contract placement training, in specialized training and continuing education held during the span of working life and carried out by entities accredited by the regions, and (of) the skills acquired in a non-formal and informal way in accordance with the guidelines of the European Union for the lifelong learning, as long as they recognized and certified " The citizen’s training book was defined by the Ministry of Labour and Social Welfare together with the Ministry, Regions, public administrations and the social partners. The booklet will be approved at the next meeting of the Joint Conference State Regions. The booklet will be attached to the professional file of the worker in the “Borsa Continua Nazionale del Lavoro” and therefore constitute an additional element to let known their skills and to project personalized paths.

The operational features of the book include: A. the operational functionality of transparent documentation of acquisitions in terms of competence to support transitions in the training and employment; B. the possibility of activating, in a following moment, even a moment of reflection of the person on their path to make it conscious (or more aware) of its potential; C. the opening of path of "investigation" in order to make more spendable the possessed skills. For the booklet it is scheduled a trial period during which we will finalise the guidelines for the use of this "instrument" by the operators.

Picture n° Confrontation between the qualification system proposed by the European Union and the qualification system promoted in Italy.

In our country are active the National Reference Point (NRP) and the National Centre Europass, in conjunction with their European networks. For Italy, the national centre for information on the recognition of academic degrees (NARIC network) is established at Cimea-Rui Foundation. On these sites you can find acts of transposition of EU directives and regulations on the system of certification of skills and recognition of degrees and qualifications.   In specific vocational training standards on the certification of skills is established at regional, but some general principles on minimum standards were established by decree of the Ministry of Labour No 174, May 31, 2001. With the decree on March 12, 1996 the Ministry has also proposed the adoption on an experimental basis of a model for professional qualification certificates issued by the Regions. On 10 October 2005 the Ministry of Labour and Social Policies also approved by the Ministerial Decree model the training booklet required by Legislative Decree 276 of 2003. That document, record skills acquired during training in apprenticeship (understood as a right and duty to education and training), apprenticeship professional, contract insertion, and the further training and continuing education held during the working life. The educational booklet consists of two parts that must be reported: • a series of information of a personal nature and profession; • experiences acquired in in-depth examination paths.


Italy, as all countries members of Bologna agreement, are moving towards a EHEA Qualifications’ system. The paths followed are the following ones:

· To give a legal structure to qualifications

· Contents requests

· Evaluation’s systems

· Structures’ minimum standards

· Minimum standards for teachers

· Evalutation of courses based on the compliance of students’ aims

· Evalutation of courses based on the compliance of policy maker’s goals

· Accreditation of e-learning courses

The system is not yet active.


Is there a similar qualification already in place?no




Is there a need for a qualification such as the Further Qualification for Entrepreneurs in your country?







I don’t see a direct certification of the Finnish programme in the Italian system. The Italian system has a strict format for qualifications.

If yes,

What is your suggestion?


Is there anything that is not negotiable?

If no,


If you forward this to other stakeholders please list those surveyed separately and show them the two programme documents.

NETHERLANDS



Name:

Wolter de Vries

Job Title: Project manager Qualification Structure SVGB

Company: SVGB, centre of expertise on vocational education, training and the labourmarket for health technology and (creative) craftsmanship.

Sector:

Health technology and (creative) craftsmanship

Country:The Netherlands

Email address:[email protected]

For the Partner



In this moment there are several projects going on to compare the Dutch NQF with EQF.

For Higher Education it is quite clear.

EQF-level 6 = Bachelor Degree

EQF-level 7 = Master degree

EQF-level 8 = PhD, Doctoral Degree

EQF- level 1 to 3 seems quite clear as well in is comparable with the Vocational Education (MBO) Levels 1 to 3:

EQF-level 1 = MBO level 1



Quite some discussions are going on regarding EQF level 5. On the one hand there are experiments running with Associate Degree diploma’s in higher education. On the other hand there are ambitions in vocational education to position some MBO level 4 programs on EQF level 4. The running projects have bring light in these matters.



Higher Education in the Netherlands is fully in accordance with the Bologna agreement with respect to the first, second an third cycle. Experiments with Associate degree are in accordance with the short cycle within the first cycle.


With respect to the notions above, I present the following diagram:

EQF

Bologna

NQF Nethertlands

Level 1

-

MBO level 1

Level 2

-

MBO level 2

Level 3

-

MBO level 3

Level 4

-

MBO level 4 (partly)

Level 5

Short cycle within first cycle

Associate Degree (experiments)

MBO level 4 (partly)

Level 6

First cycle

Bachelor degree

Level 7

Second cycle

Master degree

Level 8

Third cycle

Doctor degree/PhD


Is there a similar qualification already in place?




In the Netherlands we have a national qualification structure in vocational education and training with around 270 qualifications. Part of these qualifications have a differentiation targeted at entrepreneurship in the field of the profession/craft.

SVGB, centre of expertise is responsible for the development and maintenance of the qualification structure in the fields of health technology and (creative) craftsmanship. In this moment we maintain 18 qualifications in these fields. These qualifications have 46 differentiations in total. In 24 of these qualifications entrepreneurship is included.

Nationally the centres of expertise have jointly developed a reference document on Entrepreneurship. This reference document forms the basis on which the Entrepreneurship in the different qualifications is established (based). The reference document is in revision on this moment. It consists of descriptions of work processes of entrepreneurs, desired results of these process, competencies needed for executing these work processes and performance indicators.

Education and assessment for these qualifications is provided by regional education and training centres (ROC’s) (ROC = Regionaal Opleidingen Centrum).

The educational programmes aimed at the qualifications in the qualification structure vocational education are state funded.

Students and workers benefit from these qualification (employment)

Is there a need for a qualification such as the Further Qualification for Entrepreneurs in your country?





The Dutch reference document on entrepreneurship has similarity to the Finnish qualification.

A more thorough comparison is needed in order to decide on benefits. As soon as the revision of our documents have been completed I can provide a translation in English.

A possible way forward would be to compare the qualifications in order to develop a European standard for qualifications in entrepreneurship.



I don’t see a direct certification of the Finnish programme in the Dutch system. The Dutch system has a strict format for qualifications. Comparing the Finnish qualification with the Dutch and adding element to the Dutch standards or developing a European standard might be a more realistic road.

If no,


See above

PORTUGAL


Dear colleague,

As you know, I have responsibility for Work Package 5 – Design of European Competence Qualification for Entrepreneurs. The description of the activities are:

Comprehensive national enquiries

Contact making with qualified experts in Europe

Problem oriented expert interviews

Process production writing for common European qualifications for Entrepreneur.


National Result Reports

European overview of the demand and market analysis

Module Structures



Is there a need for this qualification in the partner countries

What is already available in the partner countries

Where the Finnish qualification fits into the partner countries’ frameworks if they have one

Is there any constructive criticism of the qualification?

TIMELINE






SURVEY


Name: Fernando Soares Canela

Job Title: Manager

Company: SCALCONSULT – Consultores, Lda

Sector: Services

Country: Portugal


For the Partner


Yes.

NATIONAL QUALIFICATIONS SYSTEM

The National Qualifications System promotes effective articulation of vocational training included within both the Educational System as well as in the Labour Market, establishing common objectives and instruments in the context of a renovated institutional framework.

It assumes objectives which have already been established in the New Opportunities Initiative, especially the promotion of the secondary level as the generalised minimum qualification of the population, identifying the instruments required for its effective implementation.

A - The following were created within the context of the National Qualifications System:

1. The National Qualifications Framework, which defines the structure of the qualification levels, based on the principles of the European Qualifications Framework, with respect to the description of national qualifications in terms of learning results, in accordance with the describers associated to each qualification level.

The National Qualifications Framework is aimed at integrating the national qualifications subsystems and improving access: the progression and quality of qualifications in relation to the labour market and civil society.

2. The National Qualifications Catalogue is a dynamic instrument, which integrates qualifications based on competences, identifying for each competence the respective references of competence, training and level of qualification in accordance with the National Qualifications Framework.

Evidence of possession of a qualification established in the National Qualifications Catalogue is provided through a Qualification Diploma, which should refer to the corresponding level of qualification, in accordance with the National Qualifications Framework, as well as the professional activity for which the qualification was obtained.

The successful conclusion of one or more training units developed based on the references of the National Qualifications Catalogue, which does not allow the immediate obtaining of a qualification or the conclusion of a process for the recognition and validation of competences is proved through a Qualifications Certificate.

The successful conclusion of a training action not included in the Catalogue is proved through a professional training certificate and registered in an individual booklet of competences for the effects of educational and vocational progression, through the New Opportunities Centres.

3. The Individual Booklet of Competences, in which the competences acquired or developed throughout the life of the individual are registered, referred to in the National Qualifications Catalogue, as well as any successfully concluded training sessions, which do not correspond to the originally registered competences.

The Individual Booklet of Competences is an official, personal, non-transmissible and optional document, allowing individuals to present and communicate their training and competences acquired throughout their life in a more effective manner, as well as giving employers an easier way to ascertain the appropriateness of the competences of the candidates to the work posts.

Individuals may request the respective booklet from any entity belonging to the National Qualifications System training entity network in which they attend a training session or course.

B - The following constitute the National Qualifications System Training Entity Network:

New Opportunities Centres;

Primary and secondary education establishments of the ME;

Professional training and requalification centres directly and jointly managed by IEFP;

Professional schools;

Private and cooperative educational establishments;

Training entities belonging to other Ministries;

Private sector entities with certified training structures.

C - Obtaining of Qualifications

The qualification may:

- Be obtained through training included in the National Qualifications Catalogue, developed within the context of the Educational and Training System;

- Result from the recognition, validation and certification of competences acquired through other training and professional and personal lifelong experiences (see National Skills RVC System);

- Result from the recognition of titles acquired in other countries. The recognition of titles is the responsibility of the Agência Nacional para a Qualificação, I.P., when not covered under Directive 2005/36/EC (see Professional Recognition Regimes in the EU).


Yes.

The Bologna Process was a European reform process aimed at establishing a European Higher Education Area by 2010. It was an unusual process in that it was loosely structured and driven by the 45 countries participating in it in cooperation with a number of international organizations, including the Council of Europe.

The broad objectives of the Bologna Process are to remove the obstacles to student mobility across Europe; to enhance the attractiveness of European higher education worldwide; to establish a common structure of higher education systems across Europe, and for this common structure to be based on two main cycles: undergraduate (1st cycle of study) and graduate (2nd cycle of study).

In its drive to improve the quality of higher education and, in turn, human resources across Europe, the Bologna Process play a key role in contributing to the EU's Lisbon Strategy goals which aim to deliver stronger, lasting growth and to create more and better jobs.

The reform aim was to create a higher education system in Europe, organized in such a way that:

it is easy to move from one country to the other (within the European Higher Education Area) – for the purpose of further study or employment;

the attractiveness of European higher education is increased so many people from non-European countries also come to study and/or work in Europe;

the European Higher Education Area provides Europe with a broad, high quality and advanced knowledge base, and ensures the further development of Europe as a stable, peaceful and tolerant community.

there will also be a greater convergence between the U.S. and Europe as European higher education adopts aspects of the American system.

Changes

Portugal, like other European States, has conducted educational policies and reforms to accomplish these objectives. This included the reorganization of both university and polytechnic subsystems and the implementation of extensive legal and curricular changes and the adoption of innovative teaching methods. Its field application process was mostly visible in 2006 and 2007.

This reform was elaborated in order to attain an education system based on the development of competences rather than on the transmission of knowledge, and included the development of a system of easily readable and comparable degrees aimed to simplify comparison between qualifications across Europe. The flexibility and transparency enabled students to have their qualifications recognized more widely, facilitating freedom of movement around a more transparent EHEA (European Higher Education Area). This was aided by the establishment of a system of credits in the form of the European Credit Transfer System (ECTS) and the adoption of the Diploma Supplement by all countries involved. One academic year corresponds to 60 ECTS-credits that are equivalent to 1500–1800 hours of study. The new model comes closer to the North American and Japanese systems. It gives greater weight to practical training, intensive research projects and the way credits are measured reflects how hard a student has worked. The new evaluation methods reflect not only a student's performance on exams, but also his or her lab experiments, presentations, hours spent on study, innovation capacities and so forth.

Cycles

The European higher education area adopted a system based on three cycles of study, at bachelor, master and doctorate's level, that is:

1st cycle of study lasting three or four years to attain a bachelor's degree, in Portugal called a licenciatura

2nd cycle of study lasting one or two years to attain a master's degree, in Portugal called a mestrado

3rd cycle of study lasting three years to attain a doctorate, in Portugal called a doutoramento

1st cycle degree

Licenciatura (1st cycle degree): This cycle of study has a curricular units structure geared to the employment market, in which the student can have teaching sessions of a collective nature, sessions of tutorial style personal orientation, stages, and field projects and assignments. This cycle has 180 to 240 credits, called ECTS and normally takes three to four years of full-time study to complete the degree (six to eight curricular semesters). To attain this degree, the student must pass all the curricular units that integrate the course's curricula.

2nd cycle degree

Mestrado (2nd cycle degree): This cycle of study has 90 to 120 credits (ECTS) and the duration of one to two years (three to four curricular semesters). To attain this degree one must pass all the units that integrate the curricula of the course as well as a successful public defense of a thesis, project or stage report. Holders of a national or foreign higher education degree or equivalent can apply to the master degree's cycle of study. Applicants possessing a scholarly, scientific or professional curriculum, which is recognized as certifying the capacity to accomplish this course, can also apply to the master degree's cycle of study. In engineering, although the use by some institutions of two separated cycles, only having the masters' degree (2nd cycle of study) one can be a full chartered engineer.

Mestrado Integrado (Joint degree): According to European regulations the access to several professional activities (medical doctor, engineer, pharmacist, psychologist, architect, lawyer, etc.) can be limited to one who holds a master's degree obtained through an integrated cycle of study with 300 to 360 credits (ECTS) and the duration of 10 to 12 curricular semesters. The access to this cycle of studies is governed by the same norms as access to the 1st cycle of studies.

3rd cycle degree

Doutoramento (Doctorate cycle): The cycle of studies that leads to the doctoral degree includes the elaboration of an original thesis, especially produced for this purpose and coherent with the branch of knowledge or specialty which may also require the completion of research based curricular units. Applicants already possessing a master's degree or equivalent can apply to the PhD degree's cycle of studies. Applicants holding a bachelor's degree who also possess an excellent scholarly, scientific or professional curriculum which demonstrates the capacity to accomplish this cycle of studies can also apply to the PhD degree's cycle of studies. In addition, applicants possessing a scholarly, scientific or professional curriculum recognized by the University as demonstrating the capacity for the completion of this cycle of studies may also be allowed to apply.

Degree significance and accreditation

Degrees

Schools that adhered to the Bologna process (since 2006 - 2007) maintained the degree names but their significance changed. In ascending order of importance:

Bacharelato (Not academically equivalent to Bachelor's degree) - title: Bacharel or Engenheiro Técnico for technical engineers - abbreviation: none or Bach.

Non-Bologna: three-year course in a polytechnic (before 2007)

Bologna: not used

Licenciatura (Academic License) - title: Licenciado (popular: Doutor or Engenheiro for a License in engineering) - abbreviation used in front of holder's name: Lic. (popular: Dr. or Eng. for Engineer, used extensively (formal and colloquially))

Non-Bologna: four- to six-year course in a university, or a Bacharelato complemented with one or two extra years in a polytechnic (called licenciatura bietápica, meaning dual-stage license) or university (before 2007)

Bologna: three-year course in a university or polytechnic.

Pós-Graduação or Especialização (Postgraduate degree) - no specific title

Usually one year of specific study for holders of a Licenciatura or Mestrado.

Mestrado (Master's degree) - title: Mestre

Non-Bologna: advanced degree in a specific scientific field, indicating capacity for conducting practical research. Courses last two to four semesters, including lectures and the preparation and discussion of an original dissertation. It is only open to those who have obtained a grade average of 14/20 or higher in the Licenciatura course. Those with less than 14/20 may also be eligible for a Mestrado course after analysis of the curriculum by the university.

Bologna: Licenciatura complemented with one or two extra years in a polytechnic or university; or, in some cases, a 5- to 6-year joint degree (Mestrado Integrado) in a university. Students have to present their public thesis defense in order to be awarded the degree.

Doutorado (Doctorate) - used in front of holder's name: Doutor

The Doutorado is conferred by universities to those who have passed the Doctorate examinations and have defended a thesis, usually to pursue a teaching and researching career at university level. There is no fixed period to prepare for the Doctorate examinations. Candidates must hold a degree of Mestrado or Licenciatura (or a legally equivalent qualification) and have competences and merit that are recognized by the university.

Agregação (Agrégation) - used in front of holder's name: Professor Doutor

This is the highest qualification reserved to holders of the Doutor degree. It requires the capacity to undertake high-level research and special pedagogical competence in a specific field. It is awarded after passing specific examinations.

Accreditation

Professional associations of some of the regulated professions runs their own accreditation systems, they are known as Ordens (these include several Ordens like the Ordem dos Engenheiros; Ordem dos Advogados; Ordem dos Farmacêuticos; Ordem dos Enfermeiros; Ordem dos Arquitectos; Ordem dos Médicos; Ordem dos Biólogos; Ordem dos Economistas; Ordem dos Revisores Oficiais de Contas; etc.). In general, registration with such associations is a requisite for the legal practice of the profession and it normally requires an admission examination. In some orders (eg. Ordem dos Engenheiros for the exercise of engineering profession), the accreditation process exempts candidates, possessing an accredited degree, of such examination. But some orders, as well as some other professional associations, only allow candidates possessing an accredited course to be admitted to examination but do not exempt them from this examination (e.g. Ordem dos Advogados for lawyers and the Câmara dos Técnicos Oficiais de Contas for accounting technicians).

History

During many years (at least during most of the 20th century to the 2000s), a graduate in Portugal used to have a compulsory 4 to 5 year course (an exception included medicine, with a 6 years course) known as licenciatura which was granted exclusively by universities. Only graduates having the licenciatura diploma exclusively conferred by the universities were fully able to develop professional activity in their respective field (like engineering, or secondary school teaching) and were universally recognized and regulated by its Ordem (the highest professional association authority) and/or the State. Other higher education courses offering a 3-year bacharelato degree that the newly created polytechnic institutes started to award in the 1970s and 1980s, like the technical engineering courses, the accounting technician courses, or the basic education teaching courses, had its own regulation scheme and were not recognized by the respective Ordens Profissionais in the field or by the State to perform the same professional activities university's licenciados were habilitated for (for instance, technical engineers did not belong to the Ordem of engineers and were awarded a limited range of engineering projects, and most teachers with the polytechnic degrees were not able to teach school students after the 6th grade). In 1999, over 15,000 students enrolled in Portuguese higher learning institutions and newly graduates in the fields of engineering and architecture, were enrolled or were awarded a degree in a non-accredited course. Those students and graduates with no official recognition were not admitted to any Ordem and were unable to sign projects in their presumed field of expertise. At the same time, only one accredited engineering course was offered by a private university, and over 90% of the accredited courses with recognition in the fields of engineering, architecture, and law were provided by state-run universities.

Today's situation

Currently, after many major reforms and changes in higher education started in 1998 which originated a process that spans across the 2000s, the formal differences between polytechnic and university licenciatura degrees are in general null and they have an equivalent denomination and course duration, and due to the Bologna process both graduates should be recognized equally all across Europe. However, there are many courses whose degrees are still not recognized by the Ordens Profissionais (the highest Portuguese authorities in accreditation of graduated professionals), especially those courses conferred by several polytechnic institutes and many private institutions. For instance, there are many courses in engineering, law, or architecture, among many other fields, which are not recognized by its respective highest professional association authority (Ordens Profissionais). Among the oldest recognized and most extensively accredited courses in Portugal, are those university degrees awarded by the state-run universities. After the large 1998 - 2000s reforms and upgrades, many polytechnic licenciatura degrees started to be offered by the largest state-run polytechnic institutes, like those in the cities of Lisbon and Porto, have been awarded in the same way with wide official recognition by the concerned Ordens Profissionais and the State.

Admission and inequalities

Admission to state-run higher education level studies requires a secondary school credential, Diploma de Ensino Secundário, given after twelve study years, allowing the student to be examined through the Exames Nacionais de Acesso ao Ensino Superior, or an extraordinary exam process available to anyone aged 23 or older. Admission to private institutions is at the total discretion of each school.

With secondary school credential

Students must have studied the subjects for which they are entering to be prepared for the entrance exams, but they are not required to have previously specialised in any specific area at the secondary school. Students sit for one or more entrance exams, Concurso nacional for public institutions or Concurso local for private institutions. In addition to passing entrance exams, students must fulfil particular prerequisites for the chosen course. Enrolment is limited; each year the institution establishes the number of places available. At the universities, this is called the numerus clausus. For the public institutions, the exam scores count for the final evaluation, which includes the secondary school average marks. Then the students have to choose six institutions/courses they prefer to attend, in preferential order. The ones who reach the marks needed to attend the desired institution/course, given the number of vacancies, will be admitted. This means that the students could not be admitted at its first or second choice, but be admitted at the third or even sixth choice. In some cases, those entering polytechnics or nursing and health technologies schools with previous vocational training will receive institutional preference.

Extraordinary exam process

After the approval of decree law Decreto-Lei 64/2006, de 21 de Março in 2006, even without a complete secondary school education, anyone 23 or older can apply to state-run higher learning institution through the Exame Extraordinário de Avaliação de Capacidade para Acesso ao Ensino Superior (extraordinary exam to assess the capacity to enter higher-level studies), also called the Ad-Hoc exam. The process consists of the general Portuguese exam, an interview to evaluate motivation and CV, and additional written and oral exams specific to each school and course. Candidates approved go through a separate numerus clausus or enrol directly at the discretion of the school's board.

Inequalities

Most public university courses often demand much higher admission marks than most similar courses at the polytechnic institutes or private institutions. This has been a major statistical fact among the higher education subsystems in Portugal. However, it is not possible today to characterize precisely a course's quality level by its higher education subsystem (polytechnic or university) because some polytechnic courses demand high grades and have a better reputation and popularity than in the past, after many years of reforms and reorganization in the polytechnic subsystem. In general, the majority of the most highly regarded degrees, noted for their selectiveness and popularity, are provided by some institutions of the university system, with many of the polytechnic system's institutions being often regarded as a second choice alternative to the major universities for a number of students. There was a historic connotation that polytechnic institutes were often considered the schools of last resort, because of their general low selectiveness (which was clearly substandard from the 1980s to the mid-2000s), lack of historical notability, and little number of highly distinguished alumni and professors, which some feel hurts their reputation. In parallel with the Bologna reform, two major regulatory initiatives have been implemented from the academic year 2005/06, namely: access rules have enforced minimum grades of 95/200 in the national access examinations for all candidates in every sector of higher education; and a minimum number of 10 students per degree programme has been required for public funding, with this limit to increase to 20 students in 2006/07. The measures provoked great alarm and concern among the polytechnic institutions that criticised the more rigorous requirements as "bad and elitist". However, specific field entrance exams that are required for admission to many institutions are notorious for their inconsistencies, with courses which for instance may traditionally require mathematics, physics or chemistry entrance exams, allowing non-related entrance exams to catch a large number of underachieving applicants who otherwise would not be admitted, and do not have a place at more selective institutions in the same field. For the other side, higher grades inside the higher education institutions were more frequent for those students of private, public polytechnic and some public university courses that were globally the worst pre-higher education applicants. This implied a long-lasting reputation of lower teaching standards and easier entrance requirements in many public polytechnic and private institutions, as well as in some public university departments, which seemed rather relaxed. A number of scandals, suspicions and affairs involving private higher education institutions (for example, major private universities like Universidade Moderna (1998), Universidade Independente (2007) and Universidade Internacional (2007), among others), and a general perception of many of those institutions as having a tendentially relaxed teaching style with less rigorous criteria, have contributed to their poor reputation which originated a state-run inspection of private higher education institutions in 2007. Many institutions did not provide degree programs of academic integrity comparable to those of traditional universities. Like in any other country in the world, this appears to be an injustice for thousands of others students admitted to more rigorous and selective institutions that will face the same competition in the labour market, where the graduation marks are often decisive. This has allowed other inequalities such as the future impossibility of obtaining a masters or doctoral degree for students with lower marks (usually less than 14, out of 20 for masters degree, or 16 out of 20 for doctorate), and the higher average completion time for graduation and subsequent entrance into the labour market, with different standards in so many heterogeneous institutions.

In the late 1990s and 2000s, there was a growing effort to define no accredited universities or accredited institutions, which awarded no accredited degrees, as diploma mills, in order to raise awareness about the problem. Since 2007, the State has enforced more stringent rules for all kind of public and private degree-conferring institutions. Currently, after changes i

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