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TQF 2 nd seminar, 30.-31.1.2010

Trans-nationalization of Qualification and Quality Assurance Frameworks for Lifelong Learning: Educational Implications. TQF 2 nd seminar, 30.-31.1.2010 Anja Heikkinen , University of Tampere, anja.heikkinen (at)uta.fi. Why, what, who and how?.

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TQF 2 nd seminar, 30.-31.1.2010

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  1. Trans-nationalization of Qualification and Quality Assurance Frameworks for Lifelong Learning: Educational Implications TQF 2nd seminar, 30.-31.1.2010 AnjaHeikkinen, University of Tampere, anja.heikkinen(at)uta.fi

  2. Why, what, who and how? 1. Why: the politics of trans-nationalization of qualification and quality assurance frameworks 2. What: the anthoropological assumptions and ideals of the trans-nationalization process 3. Who and how - ownership: the rights and duties of experts/professionals in the trans-nationalization process

  3. 1. From nation-building to global skills industry National Education Systems for National Industries and Economies, -1970s Anglophonic World: HRD Systems and NQ(F)s for globalizing industries, 1980s- EU: EQF for lifelong learning for competitive infrastructure of global industries, 2004- African Union: NQFs and RQFs; Asia-Pacific: HRD Systems and NQFs -> Skills industry as a player in the glo-na-cal reconfiguration of politics, economy and industries

  4. 2. From Educating People to Learning Outcomes • European Qualifications Framework for Lifelong Learning (anthropological underpinnings) (EQF_broschure_en2008) -> to be implemented 2010 • The European Qualifications Framework has three main roles: first of all to link national and sectoralreference frameworks, secondly to enable educational and vocational training qualifications to be recognized, compared, and transferred, and finally to increase the transparency of procedures, the mutual interpenetration of national systems, and the mobility of learners. • The structure of the EQF is based on eight vertical levels, termed `reference levels´, defined in terms of three horizontal criteria, namely knowledge, skills and competences, thus enabling individuals to be classified more accurately according to learning outcomes. (AH: instead of academic, vocational and adult; or distinctions between “formal”, “non-formal” and “informal”) • The European Qualifications Framework of Lifelong Learning should, moreover, enable international sectoralorganisations to relate their qualification systems to a common European reference point and thus show the relationship between internationalsectoral qualifications and national qualifications systems.

  5. 3. From Educator to Operational Unit: The Quality Assurance of Finnish VET since 2008

  6. 3. Ownership of Education/Lifelong Learning • EQF:(1950s-: ECSC->ESC -> 1975: Cedefop) 2000: Lisbon communiqué -> “Request of member states&stakeholders” -> 2004: EU commission with EQF expert group -> 2005: consultation cross Europe -> 2006: commission & experts from 32 countries + social partners -> 2007: committees (employment and social affairs, industry, research and technology, culture and education, women´s rights and gender equality) -> 2008: EU parliament decision • EHEA: (1950s energy and technology -> 1980s- : ECS) 1998: ministerial meetings: Sorbonne Declaration -> 1999: Bologna Declaration -> BFUG & expert group -> Dublin criteria -> 2003: Berlin -> 2005: Bergen -> 2007: London (involvement of UNICE) -> 2008: BFUG workplan (beyond 2010) • E.g. Finnish EQF committee: EU-oriented civil servants from Ministries, labour market and education provider representatives • Evaluation, planning, consultancies, implementation - is in the hands of EU commission officials and member state civil servants. European educational agencies and professionals are validators, evaluators and assessors of learning. (EU commission 2002) As Eurobusnocracy, they frame the development of skills industry.

  7. Development of EQF for Lifelong Learning 1990s Lisbon agreement, 2000 2010 Education and Training Bologna&Copenhagen Erasmus, Leonardo, Grundtvig processes Frameworks for ResearchEQF Science&technology European Res Area CQAF ->social science &humanities European HE Area Bologna process Memoranda for LLL

  8. Academics: Space to cross-cultural, relational, self-critical reflections? • EURO(GLOBAL)BUSNOCRACY (=bureaucracy+business, cf. Marshall, Heikkinen…) • Trans-nationalization of policiesGlobalization of industries • Sectoral governance and industries • Orders and paradigms of citizenship and occupational expertise • Civic and occupational practices • Production of civic and occupational paradigms and expertise • Orders of knowledge in academy • Trans-nationalization of researchGlobalization of HE markets • EURO(GLOBAL)INTELLIGENTSIA

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