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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
Volker Gehmlich - Osnabrueck University of Applied Sciences 2
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)
Volker Gehmlich - Osnabrueck University of Applied Sciences 5
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
Volker Gehmlich - Osnabrueck University of Applied Sciences 9
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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Volker Gehmlich - Osnabrueck University of Applied Sciences 11
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
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?
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
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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 ...
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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
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)
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That´s not too (heavy) difficult – or?
Can we do it?
volker gehmlich Osnabrueck University of Applied Sciences - Member of EUA 36
YES,
WE
CAN
You never stop learning
But changing education and training is a slow process! It may take more than a life-time
Result?
You never stop learning
