Designing a NQF – German experience Bitola May 4 -5 2009 gehmlich@fh-osnabrueck. de 1
Starting Point o Compatibility with the EQF gehmlich@fh-osnabrueck. de 2
The Reference Model for Germany gehmlich@fh-osnabrueck. de 3
Consequences o This does not necessarily mean: n n Identical descriptors Identical number of levels gehmlich@fh-osnabrueck. de 4
Consequences o This implies: n 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. gehmlich@fh-osnabrueck. de 5
Consequences n n n This leads to o An increase of transparency o More guidance, counselling and coaching o A sound validation This may improve o Permeability o Mobility o Trust o Recognition This results in the following model: gehmlich@fh-osnabrueck. de 6
Onion Model L E A R N I N G O U T C EQF Q NQF HQF FQF BQF SQF Q gehmlich@fh-osnabrueck. de R E C O G N I T I O N 7
Requirement o Outcome orientation n Example „Learning Chain“ of formal learning gehmlich@fh-osnabrueck. de 8
La bo u Learning Chain r. M ar Tools - Documents Change of Paradigm Learner Credit Transfer + Accumulation Application /CV / Learning Agreement/ TOR / Mobility Pass Language Pass Diploma/Certificate Supplement ke t Learning Outcomes Learning Space Subject-related -Knowledge Teaching and Learning, Deepening / Widening Research Generic Learning Environment -Skills / Competences Information Package / Knowledge opening / developing Course Catalogue QFR-NQR-HQR-SQR La bo Quality Assurance/ -enhancement Standards & Guidelines / Register ur Ma r 9 ke t
Principles in Practice Information process Learning Agreement Learning Space Employability et al Information Pack. Individual Selection Performance • Credits • Grade Transcript of Records Modularisation Learning Outcomes Workload Credit Transfer / Accumulation Information process gehmlich@fh-osnabrueck. de Descriptors Profile Level Award / Diploma Supplement 10
How can this be achieved? o Action Plan n Proposed actions 1 -3 gehmlich@fh-osnabrueck. de 11
Action Plan: 1. o Agreement as regards a common set of denominators: descriptors Examples of good practice n n n o 1 EQF EHEA DEHEA Scottish QFR Irish QFR European Language Competence Framework Compatible German development gehmlich@fh-osnabrueck. de 12
Fram Descriptors ework Comm. Learn to EHE Knowledge & Applying Making judgemen unicating learn A QF understanding k&u ts Can Do – Knowledge opening and DHE Knowledge A QF K-broadening developing K-deepening (Capacity to act) Instrumental – communicative – systemic EQF Knowledge Skills DQF Knowledge Can Do – Knowledge opening and K-broadening developing gehmlich@fh-osnabrueck. de (Capacity to act) Competence s 13
Denominators - Descriptors suitabl acceptabl feasible e e EQF x ? sustainable x. Metaframewo ? rk Implementation: compatible EHE A x DQR HS x x x. National ? „Takeover“ / Standards & Implementation: Guidelines, compatible Register x x ? Formative compatible (Bergen- Accreditation Quality 14 Assurance and
Scottish Credit and Qualifications Framework Practice: Applied knowledge and understanding Knowledge and understanding Level Autonomy, Accountability And working with others Generic and cognitive skills Communication, ICT and numeracy skills 15
The National Framework of Qualifications – levels, major award-types and awarding bodies 16
Action Plan 2. 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) both based on one set of descriptors gehmlich@fh-osnabrueck. de 17
Proposed actions 21. Ideal model of learning outcomes (national meta framework) n n n 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 gehmlich@fh-osnabrueck. de 18
Proposed actions 22. Reality model of descriptions of qualifications (national qualifications) n 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 gehmlich@fh-osnabrueck. de 19
Action Plan o If necessary n n o Revision of non-compatible descriptors and descriptions according to the agreed descriptors Design of new descriptions of qualifications according to the above Requirement n Only those learning outcomes can be described which can be tested in terms of achievement gehmlich@fh-osnabrueck. de 20
Action Plan o Structuring n o Qualifications with comparable/compatible descriptions will be clustered Documenting n n 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 gehmlich@fh-osnabrueck. de 21
3 Action Plan o o o 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 gehmlich@fh-osnabrueck. de 22
Ideal model of learning outcomes (national meta framework) (without reference to any real qualification / credits Example H Hierarchy G F Reality model of qualification descriptions (national qualifications) (Qualifications. Supplement, incl. Credits) 2 Example Q Allocatio n E D National Qualifications as bundle of learning outcomes Q 3 C Q B A gehmlich@fh-osnabrueck. de 23
Step-by-step in a nutshell o o o 1 Definition of descriptors In parallel: Design of an ideal model of an hierarchy of learning outcomes (meta framework) 2 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 3 gehmlich@fh-osnabrueck. de 24
Summary: Structural Requirements o o o Concise Descriptions Consistent Terminology Clear Reference to Educational / Training Standards Presentation of Learning Outcomes Validation of Learning Outcomes Scope and Size of a Level gehmlich@fh-osnabrueck. de 25
Summary: Key Functions of a Qualifications FW o Comparability and Compatibility n n o Transparency Translation Permeability and Mobility n n n Issue of equivalent qualifications Recognition and accreditation Progression and Transfer Components of qualifications Credits gehmlich@fh-osnabrueck. de 26
Summary Further Functions and Objectives o o o Employability Curriculum Development Counselling and Coaching Life-Long-Learning Efficiency and Effectiveness gehmlich@fh-osnabrueck. de 27
Summary Potential Consequences o o Legal Systemic Curricular Communication gehmlich@fh-osnabrueck. de 28
Summary Critical Success Factors o o Suitability Acceptability Feasibility Sustainability gehmlich@fh-osnabrueck. de 29
German Qualifications Framework Master the challenge Jointly gehmlich@fh-osnabrueck. de 30
Скачать презентацию Designing a NQF German experience Bitola May
b7d801e09e207d24d459b0c04efdcd1e.ppt