designing a nqf – german experience
DESCRIPTION
Designing a NQF – German experience. Bitola May 4-5 2009. Starting Point. Compatibility with the EQF. The Reference Model for Germany. Consequences. This does not necessarily mean: Identical descriptors Identical number of levels. Consequences. This implies : - PowerPoint PPT PresentationTRANSCRIPT
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Reference-FrameDQR
General Education E
du
cation
and
Trainin
g
Co
ntin
uin
g
Ed
ucatio
n
Hig
her
Edu
catio
n
„Dual System“
Objectives
Pro
file
Level
WorkloadCredits
Orientation
OrganisationalStructure of theEducation and
Training System
Joint Level of
ReferenceQ
uality
Assu
rance
LLL
European Qualifications
Frameworks
EQR EHEA
EQR LLL
The Reference Model for Germany
Consequences
This does not necessarily mean:
Identical descriptors Identical number of levels
Consequences
This implies: The German education and training
system –covering school education, vocational/professional education and training and higher education – is presented by one set of common descriptors.
Consequences This leads to
An increase of transparency More guidance, counselling and coaching A sound validation
This may improve Permeability Mobility Trust Recognition
This results in the following model:
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Learning ChainTools - Documents
Learning OutcomesSubject-related
-KnowledgeDeepening / Widening
Generic-Skills / Competences
Knowledge opening / developingQFR-NQR-HQR-SQR
LearnerCredit Transfer +
AccumulationApplication /CV /
Learning Agreement/TOR / Mobility Pass
Language PassDiploma/Certificate
Supplement
Learning SpaceTeaching and Learning,
ResearchLearning Environment
Information Package / Course Catalogue
Change of Paradigm
Quality Assurance/ -enhancementStandards & Guidelines / Register
Labour Market
Labour Market
Principles in PracticeInformation process
Information process
Employabilityet al
Learning Space
Information Pack.
Learning Agreement
Award /Diploma Supplement
Transcriptof Records
CreditTransfer /Accumulation
Profile
Level
Modularisation
Learning Outcomes
Workload
IndividualSelection
Performance•Credits•Grade
Descriptors
Action Plan:
1. Agreement as regards a common set of denominators: descriptors
Examples of good practice EQF EHEA DEHEA Scottish QFR Irish QFR European Language Competence Framework
Compatible German development
1
Frame-work
Descriptors
EHEA QF
Knowledge & understanding
Applying k&u
Making judgements
Comm-unicating
Learn to learn
DHEA QF
KnowledgeK-broadeningK-deepening
Can Do – Knowledge opening and developing (Capacity to act)Instrumental – communicative – systemic
EQF Knowledge Skills Competences
DQF KnowledgeK-broadeningK-deepening
Can Do – Knowledge opening and developing (Capacity to act)Instrumental – communicative – systemic
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Denominators - Descriptorssuitable acceptable feasible sustainable
EQF x ? xMetaframework
Implementation: compatible
?
EHEA x x xNational „Takeover“ / Implementation: compatible
?Standards & Guidelines, Register
DQR HS x x
compatible (Bergen-EQF)
xAccreditation
?Formative Quality Assurance and Enhancement
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Scottish Credit and Qualifications Framework
Practice:Applied knowledge and understanding
Generic and cognitive
skills
Communication, ICT and
numeracy skills
Knowledge and
understanding
Autonomy, AccountabilityAnd working with others
Level
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The National Framework of Qualifications – levels, major award-types and awarding bodies
Action Plan
2. In parallel: Design of an ideal model of a hierarchy of learning outcomes in theory
and Identification of a reality model of descriptions of qualifications (national qualifications)bothbased on one set of descriptors
2
Proposed actions
21. Ideal model of learning outcomes (national meta framework)
Learning outcomes are defined in general by the agreed descriptors
They are differentiated vertically from each other according to levels to identify value added of learning from one level to the next
They neither carry credits nor do they identify entry requirements or rights to enter
Proposed actions
22. Reality model of descriptions of qualifications (national qualifications)
Test to which extent existing descriptors for learning outcomes of schools, vocational, professional and higher education and training are compatible with the EQF descriptors (knowledge, skills, competences) and/or which have to be revised in the light of the agreed set of descriptors
Action Plan
If necessary Revision of non-compatible descriptors
and descriptions according to the agreed descriptors
Design of new descriptions of qualifications according to the above
Requirement Only those learning outcomes can be
described which can be tested in terms of achievement
Action Plan Structuring
Qualifications with comparable/compatible descriptions will be clustered
Documenting Presentation of learning pathways to achieve any
qualification (Training programme e.g.), including an allocation of credits, the entry requirements and the rights to enter
Qualifications (Certificate-/Diploma)-Supplement e.g.: Learning outcomes, credits
Action Plan Reality model of qualification descriptions
(national qualifications)will be assigned to the ideal model of learning outcomes (national meta framework)
The introduction of subcategories might be helpful
Credits will be allocated but neither entry requirements nor any rights to enter
All stakeholders have to be involved in this exercise
The result: National qualifications framework of Germany: DQR
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Ideal model of learning outcomes (national meta framework)
(without reference to any real qualification / credits
Reality model of qualification descriptions (national qualifications)
(Qualifications-Supplement, incl. Credits)
National Qualifications as bundle of learning outcomes
H
G
F
E
D
C
B
A
Q
Q
Q
AllocationExample
Example Hierarchy
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3
Step-by-step in a nutshell Definition of descriptors In parallel:
Design of an ideal model of an hierarchy of learning outcomes (meta framework)
and Identification of a „reality“ model based on the description of qualifications
Rewriting of learning outcomes of qualifications in the light of findings and the agreed descriptors
Reality qualification descriptions are assigned to the ideal model of hierarchy of learning outcomes (levels), including credits
All stakeholders have to be involved
1
2
3
Summary:Structural Requirements
Concise Descriptions Consistent Terminology Clear Reference to Educational /
Training Standards Presentation of Learning Outcomes Validation of Learning Outcomes Scope and Size of a Level
Summary:Key Functions of a Qualifications FW
Comparability and Compatibility Transparency Translation
Permeability and Mobility Issue of equivalent qualifications Recognition and accreditation Progression and Transfer Components of qualifications Credits
SummaryFurther Functions and Objectives
Employability Curriculum Development Counselling and Coaching Life-Long-Learning Efficiency and Effectiveness
SummaryCritical Success Factors
Suitability Acceptability Feasibility Sustainability
