An Introduction to the European Qualifications Framework (EQF) (Prof. Dr. Jürgen Ebert)

7/30/2019 An Introduction to the European Qualifications Framework (EQF) (Prof. Dr. Jrgen Ebert)

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Qualifications Framework EQF

Universityof KoblenzLandau

.

02.11.2012 1JrgenEbert


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EQFHomepage:

p: ec.europa.eu eq ome_en. m

roc ure:[http://ec.europa.eu/eqf/documentation_en.htm]

02.11.2012 JrgenEbert 2


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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.


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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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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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

3002.11.2012 JrgenEbert


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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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An Introduction to the European Qualifications Framework (EQF) (Prof. Dr. Jürgen Ebert)

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