How to manage the adaption from EQF7 to EQF6
In order to adapt the FCN EU Curriculum to EQF6 you should revise:
- the number of LOs you’ve selected;
- their “level of study” and the related educational strategy;
- the assigned number of ECTS.
N.B.: For the adaptation of the Curriculum to EQF6 it is necessary to KEEP ALL MANDATORY LEARNING OUTCOMES in order to equip FCNs with the Core Competences necessary for their occupation but to REDUCE the COMPLEXITY of the LEARNING OUTCOMES.
To this end, you should revise also THE WAY in which LOs ARE STATED AND PHRASED following these suggested STEPS:
Check all Learning Outcomes of the Curriculum and identify the ones that are clearly on EQF7, related to the EQF7 level descriptors. To this end you have to refer to the European Qualification Framework levels website and/or to the supplementary reading about EQF levels provided below.
Please consider not only the title of the Learning Outcome, but also the description of knowledge, skills and personal and transversal competences for your decision.
In the project we’ve identified two main types of LOs:
LOs “TYPE X”: these LOs concern an FCN ACTUAL SPECIALIZATION which is needed to perform FCN KEY ACTIVITIES; these LOs are targeted at EQF7 level.
LOs “TYPE Y”: these LOs are not directly related with a “specialization in Family and Community Nursing”; although fundamental for the overall curriculum, they CAN (but not MUST) be targeted at EQF6; so, some of LOs “TYPE Y” are already addressed at EQF6 level.
Click HERE to DOWNLOAD the list of the types we’ve identified for each LO. You can use this list as a support for identifying the LOs you have to modify.
Adjust knowledge, skills, personal and transversal competences to make it suitable for EQF6, for example by reducing one or all of the following:
- knowledge (concepts, procedures, etc.)
- skills (e.g. with regards to role model/leader/mentoring and tutoring activities)
- complexity of situations (e.g. with regards to networks and contexts to act in)
- responsibility and autonomy (affecting mainly leadership, mentoring and management tasks).
NB: In the ENhANCE Curriculum 3. and 4. are detailed under “PERSONAL AND TRANSVERSAL COMPETENCES”
During this step, you can use other study programs from your institution or similar programs from other institutions to compare the Learning Outcomes.
Rephrase the Learning Outcomes to match the content.
Communicate the level and complexity of the FCN’s knowledge, skills and competences (e.g. in the diploma supplement or certificate) with the aim to create transparency and comparability among FCNs and their qualifications.
How to use the EQF levels description
The use of the EQF and its eight levels as a "translation tool" between national qualification systems enables educational designers to describe learning outcomes units in such a way that they are comprehensible across countries and systems. At each level, the knowledge, skills and competence required to achieve the level are described.
The EQF thus also provides a taxonomic orientation for the description of learning outcomes that are assigned to each level. However, the EQF does not describe specific qualifications or an individual's competences but levels of qualifications. Learning outcomes in EQF are therefore defined a little differently than in ECVET, including the dimension responsibility and autonomy (in addition to knowledge and skills).
N.B: The description of Learning Outcomes for the curriculum should take this into account and describe the level of responsibility/autonomy under “PERSONAL AND TRANSVERSAL COMPETENCES” as to facilitate the reference to the EQF.
Hence, to adapt the EU Curriculum from EQF7 to EQF6, all three dimensions – knowledge, skills and responsibility/autonomy – should be considered and line up with the official descriptors and requirements for EQF level 6.
The description of Learning Outcomes according to ECVET
The description of Learning Outcomes according to ECVET aims at ensuring a better understanding and comparability of qualifications and learning achievements across countries, institutions within a country or across qualifications.
It is therefore important to use a common language and common concepts when it comes to describing what a learner is able to do. It is a systematic way of structuring the qualifications acquired regardless of learning duration and learning location.
Here are USEFUL GUIDELINES to support the description of Learning Outcomes:
- “Defining, writing and applying learning outcomes – a European handbook.” by the European Center for the Development of Vocational Training (Cedefop 2017)
- “Get to know ECVET better - Questions and Answers” (ECVET User’s group. 2011.)
- ECVET toolkit website