Esqf Questions & Answers-BZ0922176ENN
Esqf Questions & Answers-BZ0922176ENN
Esqf Questions & Answers-BZ0922176ENN
Questions &
Answers
Neither the European Union Agency for Asylum (EUAA) nor any person
acting on behalf of the EUAA is responsible for the use that might be
made of the information contained within this publication.
Luxembourg: Publications Office of the European Union, 2023
Print ISBN 978-92-9487-431-3 doi:10.2847/099297 BZ-09-22-176-EN-C
PDF ISBN 978-92-9487-430-6 doi:10.2847/686680 BZ-09-22-176-EN-N
EASO has now become the European Union Agency for Asylum (EUAA)
1
No, the levels are not equivalent, but they mirror the
EQF. The level of complexity of the job competences has
been defined by carefully consulting the EQF. As you can
see, the ESQF educational standards have the following
three levels: Level 4-5/Level 6/Level 7. In order to better
understand the increasing level of complexity, below are
the EQF descriptors for each level mentioned in the ESQF.
EQF Level 4
Knowledge Factual and theoretical knowledge in broad
contexts within a field of work or study
EQF Level 5
Knowledge Comprehensive, specialised, factual and
theoretical knowledge within a field of
work or study and an awareness of the
boundaries of that knowledge
EQF Level 7
Knowledge 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
Firstly, the ESQF does not cover the learning for other
professionals who work in the asylum and reception
fields, such as nurses, doctors or social workers. The
learning required for their professions is determined
by other qualifications frameworks. However, the
ESQF can be used to define supplemental learning
required by other professions working in the asylum
and reception fields that is asylum/reception specific.
What is a qualification?
According to the EQF definition, a qualification is
“a formal outcome of an assessment and validation
process which is obtained when a competent body
determines that an individual has achieved learning
outcomes to given standards”. This definition ties a
qualification to assessment of learning and quality
assurance of the assessment. Quality assurance
agencies have minimum ‘sizes’ for programmes of study
that lead to a qualification. The ‘size’ is expressed in
learning credits (ECTS for higher education and ECVETs
for vocational education). The reason for setting a
minimum number of learning credits mean that a
qualification is only awarded where the assessment(s)
reflect substantial learning. Consequently, the learning
outcomes for a qualification are at a higher level.
Example:
Occupational standard 3e: Ability to
communicate effectively in a broad
range of professional contexts
Example:
Occupational standard 17a: Broad
basic knowledge of information and
documentation to be provided to
applicants is captured under level A.
It is then applied at level B
Example:
19e: Ability to assess the claim to
determine if status of international
protection should be granted, excluded
or ended, using all relevant evidence
and information.
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