Designing a NQF – German experience

1. Designing a NQF – German experience Bitola May 4-5 2009 gehmlich@fh-osnabrueck.de

2. Starting Point • Compatibility with the EQF gehmlich@fh-osnabrueck.de

3. The Reference Model for Germany gehmlich@fh-osnabrueck.de

4. Consequences • This does not necessarily mean: • Identical descriptors • Identical number of levels gehmlich@fh-osnabrueck.de

5. Consequences • This implies: • 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

6. Consequences • This leads to • An increase of transparency • More guidance, counselling and coaching • A sound validation • This may improve • Permeability • Mobility • Trust • Recognition • This results in the following model: gehmlich@fh-osnabrueck.de

7. Onion Model LEARN I N G O U T C Q EQF NQF Q RECOGNITION HQF SQF FQF BQF gehmlich@fh-osnabrueck.de

8. Requirement • Outcome orientation • Example „Learning Chain“ of formal learning gehmlich@fh-osnabrueck.de

9. Learning Chain Tools - Documents Labour Market Change of Paradigm Learning Outcomes Subject-related -Knowledge Deepening / Widening Generic -Skills / Competences Knowledge opening / developing QFR-NQR-HQR-SQR Learner Credit Transfer + Accumulation Application /CV / Learning Agreement/ TOR / Mobility Pass Language Pass Diploma/Certificate Supplement Learning Space Teaching and Learning, Research Learning Environment Information Package / Course Catalogue Labour Market Quality Assurance/ -enhancement Standards & Guidelines / Register

10. Principles in Practice Information process Learning Agreement Learning Space Information Pack. Employability et al Modularisation Descriptors Individual Selection Learning Outcomes Profile • Performance • Credits • Grade Level Workload Award / Diploma Supplement Credit Transfer / Accumulation Transcript of Records Information process gehmlich@fh-osnabrueck.de

11. How can this be achieved? • Action Plan • Proposed actions 1-3 gehmlich@fh-osnabrueck.de

12. 1 Action Plan: • Agreement as regards a common set of denominators: descriptors • Examples of good practice • EQF • EHEA • DEHEA • Scottish QFR • Irish QFR • European Language Competence Framework • Compatible German development gehmlich@fh-osnabrueck.de

13. gehmlich@fh-osnabrueck.de

14. Denominators - Descriptors

15. Scottish Credit and Qualifications Framework Practice: Applied knowledge and understanding Generic and cognitive skills Knowledge and understanding Level Communication, ICT and numeracy skills Autonomy, Accountability And working with others

16. The National Framework of Qualifications – levels, major award-types and awarding bodies

17. 2 Action Plan • 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

18. Proposed actions 21.Ideal model of learning outcomes (national meta framework) • 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

19. Proposed actions 22. Reality model of descriptions of qualifications (national qualifications) • 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

20. Action Plan • If necessary • Revision of non-compatible descriptors and descriptions according to the agreed descriptors • Design of new descriptions of qualifications according to the above • Requirement • Only those learning outcomes can be described which can be tested in terms of achievement gehmlich@fh-osnabrueck.de

21. Action Plan • Structuring • Qualifications with comparable/compatible descriptions will be clustered • Documenting • 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

22. 3 Action Plan • 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

23. Q Q Q 2 Example Hierarchy Example Allocation 3 gehmlich@fh-osnabrueck.de

24. Step-by-step in a nutshell 1 • Definition of descriptors • In parallel: Design of an ideal model of an hierarchy of learning outcomes (meta framework) 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 2 3 gehmlich@fh-osnabrueck.de

25. Summary:Structural Requirements • 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

26. Summary:Key Functions of a Qualifications FW • Comparability and Compatibility • Transparency • Translation • Permeability and Mobility • Issue of equivalent qualifications • Recognition and accreditation • Progression and Transfer • Components of qualifications • Credits gehmlich@fh-osnabrueck.de

27. SummaryFurther Functions and Objectives • Employability • Curriculum Development • Counselling and Coaching • Life-Long-Learning • Efficiency and Effectiveness gehmlich@fh-osnabrueck.de

28. SummaryPotential Consequences • Legal • Systemic • Curricular • Communication gehmlich@fh-osnabrueck.de

29. SummaryCritical Success Factors • Suitability • Acceptability • Feasibility • Sustainability gehmlich@fh-osnabrueck.de

30. German Qualifications Framework Master the challenge Jointly gehmlich@fh-osnabrueck.de