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Challenges of European Qualifications Framework (EQF) Implementation

This document analyzes the idea of the European Qualifications Framework (EQF) and examines the difficulties and challenges faced in its implementation. It discusses measuring the growth of competence, recognition of informal qualifications, modular vocational education, and the harmonization of national training systems. The document also explores the significance of individual vocational education and the value of EQF on the European labor market.

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Challenges of European Qualifications Framework (EQF) Implementation

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  1. Prof. Dr.phil. Ralph Dreher European Qualifications Framework (EQF) – Great Idea with little difficulties 38th IGIP Symposium Graz, Campus 02 06. – 09. September 2009

  2. Idea of EQF • Common European Labour Market • Common Description-System • Difficulties • Measuring growth of competence • Informal Qualifications • Modular Vocational Education • Conclusions • Summary of Document Analysis • Reciprocation on advanced vocational training Content

  3. National professional training systems: Modular – structured Openly informal – cohesively institutional Private educational provider – public vocational training Industrial training – schooling Harmonisation Significance of the individual vocational education Value on the European labour market Idea of EQF: Common Labour Market Individual vocational training biography: Formal educational achievement Training institutions (craft, industry, state, school) Disruptions, additions, „forfeited“ degrees Stays abroad, life experiences

  4. Descriptor Level ECVET Idea of EQF: Common Descriptors ECTS

  5. EQF and NQF NQF country B NQF country B NQF country A NQF country A Meta- frame Meta- frame 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 Idea of EQF: Consideration of national standards 3 3 4 4 4 4 5 5 5 5 4 4 6 6 6 6 5 5 7 7 7 7 8 8 6 6 8 8 Educational institute Company in B Educational institute Company in B Educational institute Company in A Educational institute Company in A 9 9 Fahle/Hanf 2005

  6. EQF and NQF EQF (European Qualification Frame) NQF (National Qualification Frame) DQR (German Qualification Frame) 8 8 Idea of EQF: Consideration of national standards National interest e.g. master craftsman Consensus? European interest 1 1 level

  7. Relationship between EQF and NQF from: Hanf 2008, modified

  8. Calculation of the comtetence-growing Aiming at usage of the novice-expert-model; Output-/Outcome-assessment of measures theoretically possible; Valid and reliable measurement methods for identification of growth of competence not yet elaboratedly existing Taxonomical grading of „competence“ using the novice-expert-model; „salience“ (indeterminacy of the assignment) as an amplitude of categorisation Difficulties: Measuring growth of competence Characterisation of the measure, not of the effectively achieved growth of competence Actual „measure of competence“ indeterminable and not certifiable according to the current level of knowledge

  9. Assessment of growth of competence: Alternative of evaluation of measures according to CAQF • CAQF focuses on criteria which are as strict as possible: • How and to what amount of codetermination are vocational training measures being drafted ? • According to which procedures does the capture of output of abilities and skills take place? • Which constant quality assurance systems are installed to maintain the quality of a once designed measure (ideal case: improving steadily) ? Difficulties: CAQF as substitute criteria To make training measures more comparable, their „ construction characteristics“, but not their efficiency become the central category of assessment. A growth of competence will be assumed as existent.

  10. Allowance of informal achieved qualifications Difficulties: Informal Qualifications Evaluation / acceptance of informal achieved competences is characterised by national hierarchies. Exclusive comparability of educational achievements, not of the actual individual qualification The evaluation of the biography of vocational education is furtheron characterised by subjectivity and remains a matter of the Human Resources Departments. The anticipated effect of an increasing comparability relativises itself.

  11. Efficiency of modular processes of vocational education Socio-cultural characterised evaluation of measures of education (institution, place, vocational prestige)is unavoidable; Influence by national ideas of ideal biographies of education Growth of experience with inhomogeneous functionality of the modules stays disregarded Difficulties: Modular Vocational Education The „extent“ of a vocational education is not specifically evaluated. The objectivity of NQR relativises itself; the transnational value of a NQR-level decreases.

  12. EQF‘s idea to create a transnational scope of comparison is not yet implemented according to the adopted level of implementation. The main problem remains the missing of a valid and reliable method to define output and outcome. • EQF‘s actual concern to further open the European labour market is being supported only to a limited extent. • Nevertheless, the EQF seems qualified to activate processes of innovation with the institutions/providers of measures of vocational education. • The „by-procuct CAQF“ can cause national processes of an increase in quality. • 4. Thereby accuring NQF with clear statements appear absolutely suitable to support the lifelong learning – since the NQF makes more transparent which measures of education/combination of measures of education enable to do what. Summary of Document-Analysis

  13. EQF, NQF and CAQF will be promoted with a vast political and economical power. Thus produced settlements can quickly lead to mental blockages when the development of measure-equitable teaching-learning-arrangements is concerned. The vocational education has to answer subsequently with a precise concept that orientates exclusively towards research methods (methods and their outcome) and not towards ideologised ranking of concepts of education. • Vocational education will have to further develop in its ability to examine the concept of competence as well as the measurement of the outcome. For the IGIP as an academic association this means that they have to involve themselves in the process of the development of measures for the measurement of competence. • Furthermore, „portfolio“ measuring methods have to be developed which are able to durably display the value of a vocational biography. This seems to be of a high importance especially for engineering – because work here is project-orientated and the „true value“ of vocational education of engineers defines itself decisively through their previous project functions. Conclusions: Reciprocal Effect on Vocational Education

  14. Thank you for your attention! Prof. Dr. Ralph Dreher Bergische Universität Wuppertal Gaußstrasse 20 D-42119 Wuppertal Germany +49-202-439-2049 rdreher@uni-wuppertal.de

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