Lessons learned Tetovo Jan 28 2011

1. Alignment of German Qualifications Assigning vocational and higher education qualifications to reference level 5-8 of the proposed German Qualifications Framework (DQR) in three phases Lessons learned Tetovo Jan 28 2011 Volker Gehmlich - Osnabrueck University of Applied Sciences

2. Phase 1 Since 2005 Higher Education Qualifications Framework Volker Gehmlich - Osnabrueck University of Applied Sciences 2

3. You never stop learning How do we know what the learner should know and be able to do? 3

4. 4

5. Phase 2 The Design of a Qualification Framework for LLL (DQR) Volker Gehmlich - Osnabrueck University of Applied Sciences

6. Discourse

7. Governance Standing Conference oftheMinistriesofthe Federal States Federal Ministryof Education and Research Working Group EQF Chair: Federal State Steering Group DQR Federal Government / Federal State Representatives Co-ordinating Office: DQR Stakeholders ExternalExperts Other Ministries Working Group DQR Chair: Federal & State Incl. Steering Group Chairs: Experts Health Trade & Commerce IT Metal / ElectricAppliances Stakeholders Externalexperts Other Ministries Volker Gehmlich - Osnabrueck University of Applied Sciences

8. Objective: Integration of qualifications of School Education Sch German Qualifications Framework LLL = DQR Vocational Education Higher Education Framework for German Higher Education Qualifications Volker Gehmlich - Osnabrueck University of Applied Sciences

9. Decisions - Terminology • Progression of Learning versus a ladderof formal qualifications • Diversity versus harmonisation • Equivalence versus homogeneity • Handlungskompetenz versus competence • Handlungskompetenz versus Learning Outcomes • Universal versus sectoral Glossary Volker Gehmlich - Osnabrueck University of Applied Sciences

10. 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 Volker Gehmlich - Osnabrueck University of Applied Sciences

11. Volker Gehmlich - Osnabrueck University of Applied Sciences

12. Phase 3 Test Volker Gehmlich - Osnabrueck University of Applied Sciences

13. 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 Volker Gehmlich - Osnabrueck University of Applied Sciences

14. CSF • No reservation for qualifications of certain types of institutions • Openess for non-formal/informal qualifications Volker Gehmlich - Osnabrueck University of Applied Sciences

15. 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

16. Level Descriptors Volker Gehmlich - Osnabrueck University of Applied Sciences

17. Examples • Level 5

18. Examples • Level 6

19. 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)

20. Challenges • Translation into learning pathways (Model of Learning Chain) • Design of DQR • Four versus three pillars • Level descriptors • Grading • Relationship • Quality assurance • Evaluation • Assessment

21. General / Vocational Education and Training Putinto Practice: Learning Chain -Labour Market -Qualificationsframeworks -Strategy Change of Paradigm Learner´s Profile Programme Profile Learning Outcomes Learning Space Modular Structure Module Learning Outcomes Assessment Learning and Teaching Material Internal Quality Management Communication volker gehmlich Osnabrueck University of Applied Sciences - Member of EUA 21

22. Phase 4 Wait and see One step : Discourse with external experts Volker Gehmlich - Osnabrueck University of Applied Sciences

23. Imagine you travelled in England by car You are already puzzled because you have to drive on the wrong side of the road… Then you see the following signpost: . Imagine you travelled in England by car You 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 ... 23 Any relationshipto the Framework for Higher Education Qualifications?

24. This is a circling miracle ! Thousands of roundabouts all in one gehmlich@wiso.hs-osnabrueck.de 24

25. Any relationship to Learning Outcomes, QFW and QA? gehmlich@wiso.hs-osnabrueck.de 25

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. gehmlich@wi.fh-osnabrueck.de 26 volker gehmlich Osnabrueck University of Applied Sciences - Member of EUA 26

27. Objective: Integration of qualifications of School Education Sch German Qualifications Framework LLL = DQR Vocational Education Higher Education Framework for German Higher Education Qualifications Volker Gehmlich - Osnabrueck University of Applied Sciences 27

28. Qualitatively Related Learning Outcomes EQF LLL EHEA National Level D: HE QF Quality assured Sectoral Level Organisational Level Learning Programme Quantitatively Related Credits Learning Unit / Module Quality assured gehmlich@wiso.hs-osnabrueck.de 28 volker gehmlich Osnabrueck University of Applied Sciences - Member of EUA 28

29. Basic Options School, Vocational T. Qualifications Framework - University LO LO Levelv Sector 1 Sector 2 Institution B Qualification 2 Qualification 3 Labour Market vertical lateral LO LO Level Sector 1 Sector 2 Institution A Qualification 1 Qualification 4 horizontal gehmlich@wi.fh-osnabrueck.de 29

30. Internationality gehmlich@wi.fh-osnabrueck.de 30

31. Internationalität gehmlich@wi.fh-osnabrueck.de 31

32. 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

33. Next Steps? • One step: Discourse with external experts

34. 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)

35. That´s not too (heavy) difficult – or? Can we do it? volker gehmlich Osnabrueck University of Applied Sciences - Member of EUA 35

36. YES, WE CAN volker gehmlich Osnabrueck University of Applied Sciences - Member of EUA 36

37. Do it better Evidence? gehmlich@wi.fh-osnabrueck.de 37

38. You never stop learning

39. But changing education and training is a slow process! It may take more than a life-time Result? gehmlich@wi.fh-osnabrueck.de 39

40. You never stop learning