Professional Documents
Culture Documents
Before
Focused on young learners Considers mainly vertical progression Overseen by a single authority, often MoE led Only full qualifications recognized
Now
Individuals Employers
who want to access qualifications and attain a degree. Recognition for their learning by means of awards. who want to identify the most appropriate level of qualification for specific jobs in their business.
Government
to facilitate the education and estimate the required number of qualified persons at the various levels within QF.
Labor market
Labor market
2012
2012
GREENLAND
ALASKA (USA)
ICELAND SWEDEN FINLAND NORWAY
RUSSIA
CANADA
DENMARK
ESTONIA
LATVIA
LITHUANIA
REPULIC OF IRELAND
UNITED KINGDOM
BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY
GERMANY
POLAND UKRAINE
KAZAKHSTAN MONGOLIA
ROMANIA
FRANCE
SWITZ.
ITALY
BULGARIA GEORGIA PORTUGAL
UZBEKISTAN
KYRGYZSTAN NORTH KOREA
SPAIN
GREECE
TURKEY
TURKMENISTAN
TAHKISTAN
SYRIA MOROCCO
TUNISIA
CHINA
SOUTH KOREA
JAPAN
ALGERIA LIBYA
WESTERN SAHARA
MEXICO
CUBA
UAE OMAN
TAIWAN
INDIA
VIETNAM
MYANMAR
LAOS
NICARAGUA
PHILIPPINES
BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE
NIGERIA
VENEZUELA
GUYANA FRENCH GUIANA LIBERIA
SRI LANKA
COLOMBIA
SURINAME
MALAYSIA SOMALIA
UGANDA
ANGOLA ZAMBIA
AUSTRALIA
REPUBLIC OF SOUTH AFRICA
URUGUAY
CHILE
ARGENTINA
NEW ZEALAND
2012
GREENLAND
ALASKA (USA)
ICELAND SWEDEN FINLAND NORWAY
RUSSIA
CANADA
DENMARK
ESTONIA
LATVIA
LITHUANIA
REPULIC OF IRELAND
UNITED KINGDOM
BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY
GERMANY
POLAND UKRAINE
KAZAKHSTAN MONGOLIA
ROMANIA
FRANCE
SWITZ.
ITALY
BULGARIA GEORGIA PORTUGAL
UZBEKISTAN
KYRGYZSTAN NORTH KOREA
SPAIN
GREECE
TURKEY
TURKMENISTAN
TAHKISTAN
SYRIA MOROCCO
TUNISIA
CHINA
SOUTH KOREA
JAPAN
ALGERIA LIBYA
WESTERN SAHARA
MEXICO
CUBA
UAE OMAN
TAIWAN
INDIA
VIETNAM
MYANMAR
LAOS
NICARAGUA
PHILIPPINES
BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE
NIGERIA
VENEZUELA
GUYANA FRENCH GUIANA LIBERIA
SRI LANKA
COLOMBIA
SURINAME
MALAYSIA SOMALIA
UGANDA
ANGOLA ZAMBIA
AUSTRALIA
REPUBLIC OF SOUTH AFRICA
URUGUAY
CHILE
ARGENTINA
NEW ZEALAND
2012
GREENLAND
ALASKA (USA)
ICELAND SWEDEN FINLAND NORWAY
RUSSIA
CANADA
DENMARK
ESTONIA
LATVIA
LITHUANIA
REPULIC OF IRELAND
UNITED KINGDOM
BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY
GERMANY
POLAND UKRAINE
KAZAKHSTAN MONGOLIA
ROMANIA
FRANCE
SWITZ.
ITALY
BULGARIA GEORGIA PORTUGAL
UZBEKISTAN
KYRGYZSTAN NORTH KOREA
SPAIN
GREECE
TURKEY
TURKMENISTAN
TAHKISTAN
SYRIA MOROCCO
TUNISIA
CHINA
SOUTH KOREA
JAPAN
ALGERIA LIBYA
WESTERN SAHARA
MEXICO
CUBA
UAE OMAN
TAIWAN
INDIA
VIETNAM
MYANMAR
LAOS
NICARAGUA
PHILIPPINES
BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE
NIGERIA
VENEZUELA
GUYANA LIBERIA
SRI LANKA
COLOMBIA
SURINAME
FRENCH GUIANA
MALAYSIA SOMALIA
UGANDA
ANGOLA ZAMBIA
AUSTRALIA
REPUBLIC OF SOUTH AFRICA
URUGUAY
CHILE
ARGENTINA
NEW ZEALAND
2012
GREENLAND
ALASKA (USA)
ICELAND SWEDEN FINLAND NORWAY
RUSSIA
CANADA
DENMARK
ESTONIA
LATVIA
LITHUANIA
REPULIC OF IRELAND
UNITED KINGDOM
BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY
GERMANY
POLAND UKRAINE
KAZAKHSTAN MONGOLIA
ROMANIA
FRANCE
SWITZ.
ITALY
BULGARIA GEORGIA PORTUGAL
UZBEKISTAN
KYRGYZSTAN NORTH KOREA
SPAIN
GREECE
TURKEY
TURKMENISTAN
TAHKISTAN
SYRIA MOROCCO
TUNISIA
CHINA
SOUTH KOREA
JAPAN
ALGERIA LIBYA
WESTERN SAHARA
MEXICO
CUBA
UAE OMAN
TAIWAN
INDIA
VIETNAM
MYANMAR
LAOS
NICARAGUA
PHILIPPINES
BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE
NIGERIA
VENEZUELA
GUYANA LIBERIA
SRI LANKA
COLOMBIA
SURINAME
FRENCH GUIANA
MALAYSIA SOMALIA
UGANDA
ANGOLA ZAMBIA
AUSTRALIA
REPUBLIC OF SOUTH AFRICA
URUGUAY
CHILE
ARGENTINA
Transnational Qualifications Framework for the Virtual University of Small States of the Commonwealth
NEW ZEALAND
2012
GREENLAND
ALASKA (USA)
ICELAND SWEDEN FINLAND NORWAY
RUSSIA
CANADA
DENMARK
ESTONIA
LATVIA
LITHUANIA
REPULIC OF IRELAND
UNITED KINGDOM
BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY
GERMANY
POLAND UKRAINE
KAZAKHSTAN MONGOLIA
ROMANIA
FRANCE
SWITZ.
ITALY
BULGARIA GEORGIA PORTUGAL
UZBEKISTAN
KYRGYZSTAN NORTH KOREA
SPAIN
GREECE
TURKEY
TURKMENISTAN
TAHKISTAN
SYRIA MOROCCO
TUNISIA
CHINA
SOUTH KOREA
JAPAN
ALGERIA LIBYA
WESTERN SAHARA
MEXICO
CUBA
UAE OMAN
TAIWAN
INDIA
VIETNAM
MYANMAR
LAOS
NICARAGUA
PHILIPPINES
BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE
NIGERIA
VENEZUELA
GUYANA LIBERIA
SRI LANKA
COLOMBIA
SURINAME
FRENCH GUIANA
MALAYSIA SOMALIA
UGANDA
ANGOLA ZAMBIA
AUSTRALIA
REPUBLIC OF SOUTH AFRICA
URUGUAY
CHILE
ARGENTINA
Transnational Qualifications Framework for the Virtual University of Small States of the Commonwealth
NEW ZEALAND
2012
GREENLAND
ALASKA (USA)
ICELAND SWEDEN FINLAND NORWAY
RUSSIA
CANADA
DENMARK
ESTONIA
LATVIA
LITHUANIA
REPULIC OF IRELAND
UNITED KINGDOM
BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY
GERMANY
POLAND UKRAINE
KAZAKHSTAN MONGOLIA
ROMANIA
FRANCE
SWITZ.
ITALY
BULGARIA GEORGIA PORTUGAL
UZBEKISTAN
KYRGYZSTAN NORTH KOREA
SPAIN
GREECE
TURKEY
TURKMENISTAN
TAHKISTAN
SYRIA MOROCCO
TUNISIA
CHINA
SOUTH KOREA
JAPAN
ALGERIA LIBYA
WESTERN SAHARA
MEXICO
CUBA
UAE OMAN
TAIWAN
INDIA
VIETNAM
MYANMAR
LAOS
NICARAGUA
PHILIPPINES
BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE
NIGERIA
VENEZUELA
GUYANA LIBERIA
SRI LANKA
COLOMBIA
SURINAME
FRENCH GUIANA
SOMALIA
UGANDA
ANGOLA ZAMBIA
CHILE
INDONESIA
AUSTRALIA
ARGENTINA
Transnational Qualifications Framework for the Virtual University of Small States of the Commonwealth
NEW ZEALAND
2012
GREENLAND
ALASKA (USA)
ICELAND
SWEDEN
FINLAND NORWAY
RUSSIA
CANADA
DENMARK
ESTONIA
LATVIA
LITHUANIA
REPULIC OF IRELAND
UNITED KINGDOM
BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY
GERMANY
POLAND UKRAINE
KAZAKHSTAN MONGOLIA
ROMANIA
FRANCE
SWITZ.
ITALY
BULGARIA GEORGIA PORTUGAL
UZBEKISTAN
KYRGYZSTAN NORTH KOREA
SPAIN
GREECE
TURKEY
TURKMENISTAN
TAHKISTAN
SYRIA MOROCCO
TUNISIA
CHINA
SOUTH KOREA
JAPAN
ALGERIA LIBYA
WESTERN SAHARA
MEXICO
CUBA
UAE OMAN
TAIWAN
INDIA
VIETNAM
MYANMAR
LAOS
NICARAGUA
PHILIPPINES
BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE
NIGERIA
VENEZUELA
GUYANA LIBERIA
SRI LANKA
COLOMBIA
SURINAME
FRENCH GUIANA
SOMALIA
UGANDA
ANGOLA ZAMBIA
CHILE
INDONESIA
AUSTRALIA
ARGENTINA
Transnational Qualifications Framework for the Virtual University of Small States of the Commonwealth
NEW ZEALAND
2012
Potential candidate countries: Albania, Bosnia & Herzegovina, Kosovo ENP South: Egypt, Jordan, Lebanon, Morocco, Palestine, Tunisia, Israel ENP East: Armenia, Azerbaijan, Belarus, Georgia, Moldova, Ukraine , Russia
2006
2007
2006
2007
2012
2013
2012
2013
Educational qualifications of the Republic of Armenia and their general descriptors (Annex 1- Eight level descriptors)
2012
2013
Government of the Republic of Armenia, Decision 1230-A on approval of Implementation schedule for the introduction and launching of the ANQF
2013
2014
Approval of the List of higher education specialties and qualifications descriptors in accordance with the specialties and educational levels
2014
2015
Approval of State Educational Standards in accordance with the specialties and educational levels
Groundwork of ANQF
What to learn ?
Qualification Levels Jobs and Functions Occupational Profiles
How to learn ? 8 7 6 5 4 3 2 1
Curricula Students
Education Levels
Objectives of ANQF
Link different levels of qualifications (including general education) and educational degrees awarded in Armenia in a hierarchy from the lowest to the highest Link Armenian qualifications to those of other countries having implemented a national qualifications framework Enable learners and workers to access a qualification, transfer between qualifications and progress to the next level, in the spirit of trust, mobility and lifelong learning
Skills
Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialized field of work or study, to critically analyze and evaluate the complex information, to select, develop and adapt the required abilities, to employ the necessary methods in the course of professional activity, to develop those methods and to evaluate their efficiency
Competence
Taking responsibility for the organization and management of the work and study processes that may lead to significant changes or development in the surrounding environment, taking initiative for complex professional operations, demonstration of the ability of decision-making during the implementation of such operations, determining the role of other workers in the processes of work and study if so required, taking responsibility for those processes and for the development of professionalism among individuals and groups, high level autonomy in the course of work and study, possible participation in the process of planning and distribution of material resources
Skills
Specialized skills for critical analysis, for the assessment and interpretation of complex information, for the integration of knowledge from other fields in the area of specialization, for the accomplishment of prospective research work and resolution of complex problems during that process, for innovation in the area, for the development of new knowledge and procedures, for the selection of the required methods and approaches and for the assessment of the prospective and short-term results of the operations in the specialization area
Competence
Taking responsibility for the development and planning of processes that lead to essential changes and developments, high level of autonomy, initiation of complex processes and tasks and oversight of their implementation, responsibility for the introduction of new methods and development in the professional area, supervision of work and evaluation of the performance of other workers, planning and organization of their professional training, direct participation in the planning and distribution of material resources
Skills
Specialized skills required to solve critical problems associated with the reciprocal influence of a variety of complex factors in order to carry out scientific and research work, to create new principles and theories based on that work, to enlarge and redefine the existing knowledge and professional experience, to develop and implement prospective decisions at the interface of the professional sphere and other fields, to develop new methodologies and approaches, to evaluate the prospective and shortterm outcomes of the activities within the professional and adjoining spheres
Competence
Taking responsibility for the planning and organization of the activities that lead to essential changes in the knowledge and experience within the professional area, ability to ensure high level of autonomy during the work activity, to enjoy superior reputation within the area of specialization, to lead and direct other workers, to organize the dissemination of new knowledge and methods, to independently plan and distribute material resources
Curriculum
Learning Materials
Formal Provision Non-formal Provision
Work
Current State
The ANQF is currently described in official documents as an 8-level Lifelong Learning framework designed to be consistent with the European Qualifications Framework for Lifelong Learning (EQF) The Higher Education part of the ANQF (levels 6-8) should seek to self-certified against the overarching Framework for Qualifications of the European Higher Education Area (QFEHEA)