Lessons learned Tetovo Jan 28 2011

Alignment of German Alignment of German Qualifications Qualifications

Assigning vocational and higher Assigning vocational and higher education qualifications to education qualifications to reference level 5-8 of the reference level 5-8 of the

proposed German Qualifications proposed German Qualifications Framework (DQR) in three Framework (DQR) in three

phasesphases

Lessons learned Lessons learned Tetovo Jan 28 2011Tetovo Jan 28 2011

1Volker Gehmlich - Osnabrueck University of Applied Sciences

Phase 1

Since 2005Higher Education Qualifications

Framework

Volker Gehmlich - Osnabrueck University of Applied Sciences 2

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How do we know whatthe learner should knowand be able to do?

You never stop learning

4

LO Intended quality characteristics of GermanDegrees and the expectations of German EN

Knowledge Knowledgebroadening

Broad subject oriented knowledge: 87%

Knowledgedeepening

Knowledge about the enterprise –Leadership etc.: 68-78%

Abilityto do

KnowledgeAcquisition /Develop-ment

Comprises:

Instrumental Can analyse: 88%

communicative Can communicate –work in groups – adapt:99%

Systemic LO

Can solve problems,learn to learn: 97%

Phase 2

The Design of a Qualification Framework for

LLL (DQR)


Discourse


Governance

Steering Group DQRFederal Government /

Federal State RepresentativesCo-ordinating Office: DQR

Federal Ministry of Education and

Research

Standing Conference of the Ministries of the Federal States

Working Group DQRChair: Federal & StateIncl. Steering Group

Working Group EQFChair: Federal State

StakeholdersExternal expertsOther Ministries

Stakeholders External ExpertsOther Ministries

Metal / Electric

AppliancesITTrade &

CommerceHealth

Chairs: Experts


Objective:Integration of qualifications of

School Education Sch

Vocational Education

Higher Education

German Qualifications Framework LLL = DQR

Framework for German Higher Education Qualifications

Decisions - Terminology

• Progression of Learning versus a ladder of formal qualifications

• Diversity versus harmonisation• Equivalence versus homogeneity• Handlungskompetenz versus competence• Handlungskompetenz versus Learning Outcomes• Universal versus sectoral


Glossary

Focus

• Handlungskompetenz– Constitutional elements:

Reliability, accuracy, stamina, paying attention, intercultural and interreligious competence, culture of tolerance, democratic behaviour

– and respectively also for personal development normative, cultural, ethical and religious issues

– Methodology is seen as a competence which cuts across all four pillars



Level indicator

Structure of requirements

Professional competence Personal competence

Knowledge Skills Social competence Self-competence

Depth & breadth Instrumental & systemic skills,

judgement

Team / leadership skills, involvement &

communication

Autonomy / responsibility,

reflectiveness & learning competence

Gehmlich

Phase 3

Test


Applying the DQR in four sectors:Four Working Groups

• Selection of formal qualifications to be analysed (less than 20 across sectors) – Frequency– Impact

• Higher education qualifications described according to the DQR descriptors

• Outsourcing of school education

Basis: respective rules and regulations – mostly input-oriented;

accredited study-programmes


CSF

• No reservation for qualifications of certain types of institutions

• Openess for non-formal/informal qualifications


CSF

• No detailed equivalency with each descriptor– No total fit– Best fit– No „mutation“ of qualifications

• Overall judgement– Logical interpretation of materials available– Overall assessment of qualification in relation to

others within the sector– Common sense

Level DescriptorsLevel 5 Be in possession of competence for the autonomous planning and

processing of comprehensive technical tasks assigned within a complex and specialised field of study or field of occupational activity subject to change

Level 6 Be in possession of competences for the processing of comprehensive technical tasks and problems set and be in possession of competences for autonomous management of processes within subareas of scientific subject or within a field of occupational activity. The structure of requirements is characterised by complexity and frequent change

Level 7 Be in possession of competences for the processing of new and complex professional tasks and problems set and be in possession of competences for autonomous management of processes within a scientific subject or within a strategically oriented field of occupational activity. The structure of requirements is characterised by frequent and unpredictable change.

Level 8 Be in possession of competences for the obtaining of research findings in a scientific subject or for the development of innovative solutions and procedures within a field of occupational activity. The structure of requirements is characterised by novel and unclear problem situations.


Examples

• Level 5

VET HE

Dual Training (Day –Block Release / Sandwich etc.)3 yrs after O-level

-No respective qualification-Continuing education at university level?

Examples

• Level 6

VET HE

Continuing (5-7) technical schooling / trainingGeprüfter BetriebswirtStaatl. Gepr. Betriebswirt

Bachelor

Challenges

• Description of qualifications– Past oriented = input dominant, output vague– From now on = outcome oriented, specifically,

unambiguously defined,input designed accordingly

- Graduating levels (vertically and horizontally)• Recommendations of experts

- Spread across 2, sometimes three levels- What to do with „in-betweens“?- Importance of level descriptors- Positioning of „A“-level (4-5)

Challenges

• Translation into learning pathways (Model of Learning Chain)

• Design of DQR – Four versus three pillars– Level descriptors– Grading

• Relationship – Quality assurance– Evaluation– Assessment

volker gehmlich Osnabrueck University of Applied Sciences - Member of EUA 21

Change of Paradigm

Put into Practice: Learning Chain

Programme Profile Learning Outcomes

Learner´s Profile

Learning Space

Modular StructureModule Learning Outcomes

AssessmentLearning and Teaching Material

Internal Quality Management

-Labour Market -Qualificationsframeworks

-Strategy

General / VocationalEducation and

Training

Communication

Phase 4

Wait and seeOne step : Discourse with

external experts


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Imagine you travelled in England by carYou are already puzzled

because you have to drive on the wrong side of the road…Then you see the following signpost:

And ask yourself what does that mean ?And a few seconds later you learn ...

[email protected]

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This is a circling miracle ! Thousands of roundabouts all in one

[email protected]

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Any relationship to Learning Outcomes, QFW and QA?


[email protected] 26

Qualifications frameworks are useful tools that, to be effective, must be used as part of a common methodological approach and integrated academic infrastructure, designed to marry academic autonomy with responsibility (external reference points, internal/external quality assurance, subject benchmark statements, learning outcomes, etc.)

Qualifications frameworks are good for helping make academic processes and judgements transparent, explicit and fair.


Objective:Integration of qualifications of

School Education Sch

Vocational Education

Higher Education

German Qualifications Framework LLL = DQR

Framework for German Higher Education Qualifications

[email protected]

28volker gehmlich Osnabrueck University of Applied Sciences - Member of EUA

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LearningUnit / Module

Learning Programme

OrganisationalLevel

Sectoral Level

National Level

EQF LLL

Qualitativ

ely Relate

d Learnin

g Outc

omes

Quantitativ

ely R

elate

d Cre

dits

Quality assured

Quality assured

EHEA

D: HE QF


LO

Sector 2

Qualification 3

LO

Sector 1

Qualification 2

LO

Sector 1

Qualification 1

LO

Sector 2

Qualification 4

Basic Options

LevelvB

LevelA

Institution

Institution

QualificationsFramework

-School,

Vocational T.University

vertical

lateral

horizontal

Labour Market


Deutschland Frankreich

Qualification Q

Qualification Q

Qualification Q

Qualification Q

Qualification Q

Qualification Q

Bachelor

Master

Doktor

Licence

Maîtrise

Doctorate

EQF-EHEA

First Cycle

Second Cycle

Third Cycle

Qualifications

Internationality


Land A: Deutschland

Land B: Irland

Q2IQF

Niveau7

Q1DQR

Niveau5

EQF Niveau 6-8

EQF Niveau1-4

DQRNiveau

6-8

DQR Niveau

1-4

IQF Niveau

8-10

IQF Niveau

1-6

EQF Niveau 5

Internationalität

Next Steps

• Comparative check• Sectoral clusters• Clusters across sectors• Start to describe new qualifications according

to the descriptors of the framework• Start to redesign existing formal qualifications

to allow for APL/APEL

Next Steps?

• One step: Discourse with external experts

Challenges

Present description of most of the German qualifications:– Past oriented = input dominant, output vague– From now on = outcome oriented, specifically,

unambiguously defined,input designed accordingly

- Graduating levels (vertically and horizontally)


That´s not too (heavy) difficult – or?

Can we do it?


YES,

WE

CAN


Do it better

Evidence?


But changing education and training is a slow process! It may take more than a life-time

Result?

Lessons learned Tetovo Jan 28 2011

Documents

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