Der Europäische Qualifikationsrahmen Was ist das? Wo stehen wir?

Präsentation zum Thema: "Der Europäische Qualifikationsrahmen Was ist das? Wo stehen wir?"—  Präsentation transkript:

1 Der Europäische Qualifikationsrahmen Was ist das? Wo stehen wir?
Workshop EQUFAS project bei der Sommerbidungswoche, Gartenbauschule, Langenlois André Huigens, project leader EQUFAS project, Wellantcollege, The Netherlands thanks to Loukas Zahilas, Senior Expert, Qualifications and Learning Outcomes , CEDEFOP

2 2020: Hin zu wissensorientierter Beschäftigung
EU-25+ Negative scenario 3

3 2020: Bedarf an hochqualifierten Fähigkeiten und Fertigkeiten
Negative scenario EU-25+ 25,3% 31,4% 20,9% Most jobs at medium level 46,2% 48,6% 50,0% 78 million low-skilled (2007) 32,9% 26,2% 18,6% 4

4 Anerkennung von non-formalem Lernen
Lernergebnisse (Learning outcomes): das Kapital für Arbeitsmarkt und Weiterbildung ECVET, ECTS NQF/EQF Anerkennung von non-formalem Lernen On the job Non formal Lernergebnisse Wissen, Fertigkeiten, Kompetenz Formal Formal On the job On the job Lebenslange Beratung und Begleitung Lifelong Learning Pathway Lifelong Learning Path On the job On the job Informal Informal Formal Formal 5

5 Purpose of the EQF Hilft Qualifikationen (z.B. Facharbeiterbrief) einzuordnen und zu vergleichen –EQF is a meta framework Unterstützt internationale Mobilität – Qualifikationen werden vergleichbar Ermöglicht lebenslanges Lernen – Frühere Lernergebnisse, Ausbildungen, Zeugnisse werden verbunden und “eingeordnet” EQF bedeutet nicht, dass Qualifikationen europaweit anerkannt werden, sie werden vergleichbar. 6

6 Die 8-Stufen Leiter EQF Level 8 EQF Level 7 Je komplexer umso höher
Je mehr Verantwortung umso höher Wo würden Sie einen Fußballschiedsrichter (Regionalliga oder Champions League?) einordnen? The EQF initiative is not about imposing a particular European model at national level. The EQF does not assume that the existing structures of the national systems should change (apart from insisting that national qualifications are described on the basis of learning outcomes). The EQF provides a neutral reference point allowing countries to interact and communicate with each other. In this way we can describe the EQF as a meta-framework, a framework for frameworks. The core of the EQF is defined by 8 qualifications levels described through learning outcomes (knowledge, skills and competence).The EQF descriptors have been written to cover the full range of qualifications, addressing general, vocational as well as academic education and training, including adult and sectoral qualifications. The EQF levels are like the steps of a ladder in the sense that from level 1 to level 8 the associated learning becomes more complex and makes greater demands on the learner or worker. Each level builds on and subsumes the levels beneath. 7

7 This is a schematic diagram that aims to show in the broad terms how the formal and informal systems can align with each other. At the top of the diagram we can see the formal system and at the bottom we can see the informal system. As learners participate in these systems they move to the right hand side where they can obtain certification of their learning. The black arrows show this pathway from left to right. In both systems the individual has choices about their learning and how it can be made visible. Generally the nature of validation processes outside the formal system presents many more choices for the learner than in the formal system. This is because the process of validation as well as the learning careers may be more complex and because it serves a greater diversity of purposes. The grey boxes at the bottom of the diagram show some of this complexity in terms of the choices learners can make. In the case of the formal system, the learning and validation environment is likely to be simpler. Whilst the validation process for non-formal and informal learning is designed to be more sensitive to the circumstances of an individual learner, it is essential for status and trust that the summative element of the validation is based on the same standards which apply in the formal system The red arrows in the diagram signal the use of the common standards by the different validation processes. This use of common standards provides consistency and comparability of outcomes of the two different assessment and validation approaches 8

8 Nationale Qualifikationsrahmen in Europa
Existing NQFs: Ireland, UK (England, Scotland and Wales), France, Malta Developing: Austria, Belgium, Bulgaria, Czech republic, Germany, Denmark, Estonia, Spain, Finland, Hungary, Italy, Lithuania, Luxembourg, Latvia, Netherlands, Poland, Portugal, Romania, Slovenia, Slovakia, Sweden, Turkey, Cyprus Consideration: Greece, Norway, Iceland 11

9 A global development

10 The ”Tallinn frame work”
This is a schematic diagram that aims to show in the broad terms how the formal and informal systems can align with each other. At the top of the diagram we can see the formal system and at the bottom we can see the informal system. As learners participate in these systems they move to the right hand side where they can obtain certification of their learning. The black arrows show this pathway from left to right. In both systems the individual has choices about their learning and how it can be made visible. Generally the nature of validation processes outside the formal system presents many more choices for the learner than in the formal system. This is because the process of validation as well as the learning careers may be more complex and because it serves a greater diversity of purposes. The grey boxes at the bottom of the diagram show some of this complexity in terms of the choices learners can make. In the case of the formal system, the learning and validation environment is likely to be simpler. Whilst the validation process for non-formal and informal learning is designed to be more sensitive to the circumstances of an individual learner, it is essential for status and trust that the summative element of the validation is based on the same standards which apply in the formal system The red arrows in the diagram signal the use of the common standards by the different validation processes. This use of common standards provides consistency and comparability of outcomes of the two different assessment and validation approaches 17

11 Möchten Sie mehr darüber erfahren?
Besuchen Sie mich im Greenhouse – Wintergarten und diskutieren Sie mit mir! Danke – Dank u wel – Thank you