An Introduction to the European Qualifications Framework (EQF) (Prof. Dr. Jürgen Ebert)
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Transcript of An Introduction to the European Qualifications Framework (EQF) (Prof. Dr. Jürgen Ebert)
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Qualifications Framework EQF
Universityof KoblenzLandau
.
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EQFHomepage:
p: ec.europa.eu eq ome_en. m
roc ure:[http://ec.europa.eu/eqf/documentation_en.htm]
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Introduction
Background
EQF:Structure and Content
NationalQualifications Framework
(QualityAssurance)
Conclusion
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INTRODUCTION
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The
TheEuropeanQualificationsFramework
forLifelongLearning(EQF)
isan
attempt
to
make
national
educational
.
[http://ec.europa.eu/eqf/home_en.htm]
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TheEQFis arecommendation of the EuropeanParliament
and the Council.It has 7pages (cf.brochure).
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Thegoals of EQF
are:
toenableaneasycomparisonbetweennational
qualifications
to
promote
wor ers
an
earners
mo ty etween
countries
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TheEQF
applies
to
all types
of
e uca on, ra n ngan qua ca ons
fromschool educationto
aca em c,
vocational,and
pro essiona e ucation.
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according to Websters Dictionary: vocation:
theworkinwhichapersonisemployed:occupation
vocat ona :
traininginaskillortradetobepursuedasacareer
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higher education,
the EQF tries to include alsovocational training.
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Theapproach to achieve these goals is
relate differentcountries'nationalqualificationssystems
toacommonEuropeanreferenceframework
Individualsandemployerswillbeabletobetter
thequalificationslevelsofdifferentcountriesand
eren e uca onan ra n ngsys ems
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TheEuropean
Parliament
and
the
Council
established
e asarecommen a on on pr .
ountr ess a re atet e rnat ona qua cat onssystems
totheEQFuntil2012.
Mostmemberstatesarenowdevelopingtheirown
.
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BACKGROUND
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Thephilosophybehind EQFis the beliefthat
outcomes.
This contrasts with the traditionalview which
primarily
focusesontheresourcesthatareavailable tothestudent,,
institution.
Thisshifttolearningoutcomesmakescomparison andcooperationbetweencountriesandinstitutionseasier.
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knows,understandsandisabletodooncompletionofa
learningprocess.
Learningoutcomesaredefinedintermsofknowledge,skills
andcompetence
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Thedescription of outcomes can be judged along
a erarc y o a es.
ne suc erarc y s oom s axonomy.
Anderson,L.&Krathwohl,D.A.(2001)
TaxonomyforLearning,TeachingandAssessing:ARevisionofBloom'sTaxonomyofEducationalObjectives.
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NewYor :Longman
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Blooms Taxonomy
of the Cognitive Domain1.Knowledge
Exhibitmemoryofpreviouslylearnedmaterialsby
, , .
2.Comprehension
organizing,comparing,
translating,
interpreting,
givingdescriptions,andstatingmainideas.
3.Application
Using
new
knowledge.
Solve
problems
to
new
situationsbyapplyingacquiredknowledge,facts,techniquesand
rulesinadifferentway.
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Blooms Taxonomy
of the Cognitive Domain4.Analysis
Examineandbreakinformationintopartsbyidentifying
.
tosupportgeneralizations.
.
Compileinformation
together
in
adifferent
way
by
combiningelementsinanewpatternorproposing
alternativesolutions.
6.
EvaluationPresentanddefendopinionsbymakingjudgmentsabout
information,validityofideasorqualityofworkbasedon
.
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EQF:STRUCTURE AND CONTENT
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EQF
identifies
eight
reference
levels of
qualifications
describing whatalearnerknows,
whatalearnerunderstands,and
what
a
learner
is
able
to
do
regardlessofthesystemunderwhichaparticularqualification
wasawar e .
Thelevelshavenonames.
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Each
level
is
defined
along
three
descriptors: knowledge
skills
competences
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Knowledge Skill Competence
a vance now e geo a
fieldofworkorstudy,
involvingacritical
a vance s s,
demonstratingmastery
andinnovation,requiredto
managecomp ex ec n ca
orprofessionalactivitiesor
projects,taking
andprinciples
unpredictableproblems
in
aspecialised fieldofwork
makingin
unpredictable
workorstudycontexts
takeresponsibilityfor
managingprofessional
develo ment of individuals
andgroups
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Knowledge
means
the
outcome
of
the
assimilation
of
n orma on roug earn ng.
now e ge st e o yo acts,pr nc p es,t eor esan
practicesthatisrelatedtoafieldofworkorstudy.
Knowledgeisdescribedastheoreticaland/orfactual.
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"Skills"
means
the
ability
to
apply
knowledge
and
use
know
ow ocomp e e as san so vepro ems.
sare escr e as
cognitive
,
or
(involvingmanualdexterityandtheuseofmethods,
materials,toolsandinstruments).
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" "
,
skillsandpersonal,socialand/ormethodologicalabilities,in
workorstudysituationsandinprofessionalandpersonal
development.
Competenceisdescribedintermsofresponsibilityand
autonomy.
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Knowledge Skill Competence
g yspec a se
knowledge,someofwhich
isattheforefrontof
spec a se pro em
solvingskillsrequiredin
researchand/orinnovation
managean rans orm
workorstudycontextsthat
arecomplex,unpredictable
workor
study,
as
the
basis
fororiginalthinkingand/orknowledge
and
procedures
andtointegrateknowledgeapproaches
criticalawarenessof
knowled e issues in a field
contributingto
professionalknowledge
and ractice and or for
andattheinterface
betweendifferentfields
reviewingthestrategic
performanceofteams
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Knowledge Skill Competence
now e gea emos
advancedfrontierofafield
ofworkorstudyandatthe
emos a vance an
specialised skillsand
techniques,including
emons ra esu s an a
authority,innovation,
autonomy,scholarlyand
,
requiredto
solve
critical
problemsinresearchsustained
commitment
to
thedevelopmentofnew
extendandredefine
existingknowledgeor
rofessional ractice
forefrontofworkorstudy
contextsincludingresearch
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,
8 Promotion
7 Master StrategicProfessional
Technician,Master Craftsman
5 UniversityEntrance Diploma Craftsman
,
4 Maturity for Technical Colleges(Fachhochschulreife
Apprenticeship
3 Intermediate School
(Realschule)
Vocational School
(Berufsschule)
2 Secondar School Secondar School(Hauptschule)
1 PrimarySchool PrimarySchool
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NATIONALQUALIFICATIONS
FRAMEWORKS
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Thecommonreferenceframeworkshallhelpdifferent
countries,education
institutions,
employers
and
individuals
to
compare qualificationsacrosstheirdiverseeducationandtrainingsystems.
TheEQF
is
not designed
to
replace
national
qualifications
systemsbuttosupplement theactionsofthestatesby.
Since anN F
has to include academic
vocational
and
professionaleducation,several (maybe conflicting)nationalbodies have to be included inthe process.
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The
first step to do
is (try to)
map the different
qualifications toe g ven re erence sys em.
s can not e one y t e r names, ut as to e one y
their outcome.
Names (of institutions and qualifications are very diverse:
,
,
,
,
technician,master,professional,diploma,doctor,
school leaving examination,professionaltraining
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"Nationalqualificationssystem"meansallaspectsofastate's
mechanismsthatlinkeducationandtrainingtothelabour market
andcivilsociety.
Thisincludesthedevelopmentandimplementationofinstitutional
arrangementsan processesre at ngtoqua tyassurance,
assessment andtheawardofqualifications.
Anationalqualificationssystemmaybecomposedofseveral
subsystemsandmayincludeanationalqualificationsframework.
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There exists aGermanFrameworkfor higher education since 2005.
.
Theclassification along the EQF
matrix does not consider
domains,i.e.differences are noteasily expressable.
Thecommon view onacademic and vocational education may
lead to wrong inferences about the admission to courses.
differentfocus.)
There is the dan er to rate ualifications too hi h.
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(QUALITYASSURANCE)
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Theintroduction of the EQFgoes along with common rules for
qua y assurance,w c are a soc e n e ramewor .
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implementedinaqualitysystemsothatquality
re uirementsfora roductorservicewillbefulfilled.
,
withastandard,monitoringofprocessesandan
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WhenimplementingtheEQF,qualityassuranceshouldbe
carriedoutinaccordancewiththefollowingprinciples:
ua yassurancepo c esan proce uress ou un erp n
alllevelsoftheEuropeanQualificationsFramework.
managementof
education
and
training
institutions.
institutions,theirprogrammes ortheirqualityassurance
systems
by
external
monitoring
bodies
or
agencies. Externalmonitoringbodiesoragenciescarryingoutquality
assuranceshouldbesubjecttoregularreview.
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Qualityassuranceshouldincludecontext,input,processand
output dimensions,whilegivingemphasistooutputsandlearning
.
Qualityassurancesystemsshouldincludethefollowingelements
guidelines
for
implementation,
including
stakeholder
involvement;
consistentevaluationmethods,associatingselfassessmentandexternalreview;
widelyaccessibleevaluationresults.
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ua tyassurance n t at vesat nternat ona ,nat onaandregionallevelshouldbecoordinated inorderto
,
,
analysis.
ualit assuranceshouldbeacoo erative rocess
acrosseducation
and
training
levels
and
systems,involvingallrelevantstakeholders,withinmember
statesan acrosst ecommun ty.
Qualityassuranceorientationsatcommunitylevel
peerlearning.
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CONCLUSION
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TheEQFshall enable easycomparison and workersand
earner s mo y.
TheEQFincludes school,academic,and vocational
.
TheEQF
has 8
levels explained by 3
descriptors.
.
NQFsshall relate the national educational systems to the
.
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Intheend:
T eEQFmayactasacata yst orre orms.
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