Alignment of German Alignment of German Qualifications Qualifications Assigning vocational and Assigning vocational and higher education higher education qualifications to reference qualifications to reference level 5-8 of the proposed level 5-8 of the proposed German Qualifications German Qualifications Framework (DQR) in three Framework (DQR) in three phases phases Lessons learned Lessons learned Tetovo Jan 28 2011 Tetovo Jan 28 2011 1 Volker Gehmlich - Osnabrueck University of Applied Sciences
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. Phase 1. Since 2005 Higher Education Qualifications Framework. - PowerPoint PPT Presentation
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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
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3
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)
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Discourse
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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
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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
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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
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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
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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
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CSF
• No reservation for qualifications of certain types of institutions
• Openess for non-formal/informal qualifications
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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.
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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?
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.
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Objective:Integration of qualifications of
School Education Sch
Vocational Education
Higher Education
German Qualifications Framework LLL = DQR
Framework for German Higher Education Qualifications