Increasing permeability between VET and HE German-Israelian Workshop as part of the BIBB-Congress 2014 Berlin Sept. 19

Transcription

1 Increasing permeability between VET and HE German-Israelian Workshop as part of the BIBB-Congress 2014 Berlin Sept. 19

2 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 this mean? And a few seconds later you learn... 2

3 This is a magic circle or a circling miracle!? Thousands of roundabouts all in one 3

4 How could it function? Any relationship to Qualifications Frameworks? BIBB-Kongress A highway code based on recognition and. 4

5 Any direction? No 1. Structured/Organised Approach Respecting rights of other drivers from various directions Change of directions possible in a defined way 2. Transparent and

6 Objective: Building Bridges? SCHOOLS VET Education/ Training HE 6

7 Objective Integration of Qualifications! SCHOOLS Sch VET Education / Training HE 7

8 1. Structured/Organised Approach Qualifications Frameworks

9 Referencing Quality assured Accredited / Validated Could be standalone D: HE QF National Level EHE A EQF LLL Sectoral Level Organisational Level Learning Unit / Module/ Course/ component Learning Programme Quality assured Credits are relative Purchasing power 9

10 Level Indicators Level 5 Level 6 Level 7 Level 8 Be in possession of competences 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 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 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. 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. Volker Gehmlich - Osnabrueck University of Applied Sciences 10

11 Level Indicator Structure of requirements Professional competence Personal competence Knowledge Skills Social competence Autonomy Depth and breadth Instrumental and systemic skills, ability to make judgements Team/leadership skills, involvement and communication Volker Gehmlich - Osnabrueck University of Applied Sciences Autonomous responsibility / responsibility, reflectiveness and learning competence 11

12 What does this mean? Equivalence of qualifications rather than homogenous qualifications All formal qualifications to be included Non-formal and informal learning to be included (intention) No replacement of the existing system of access qualifications Each qualifications level should always be accessible via various educational pathways Learner centred approach: the important thing is what someone knows and is able to do; not, where he or she has learned them

13 CSF No detailed equivalence with each descriptor No total fit Best fit No mutation of qualifications Openess for non-formal/informal qualifications Overall judgement Logical interpretation of materials available Overall assessment of qualification in relation to others within the sector Common sense Volker Gehmlich - Osnabrueck University of Applied Sciences 13

14 2. Transparency What s the point? Respecting qualificaitons at any level Proven qualifications Quality assured Positioning within cycles/ levels Description of cycles/ levels by learning outcomes Equivalence by classification/positioning Progression of academic degrees Progression of learning to position qualifications Within a qualifications framework on one level Between qualifications frameworks Of qualifications of any education and training area gehmlich@wi.fh-osnabrueck.de 14

15 What is not the point? Mutation of qualifications Better / worse qualifications depending on the education and training sector Admission requirements / rights Wage / salary criteria Personal qualifications gehmlich@wi.fh-osnabrueck.de 15

16 Permeability CSF from the learner s viewpoint Transparency Consultancy Know where Know how Where am I? Position Availability Suitability Know when Know if Where do I want to be? Choice Acceptability Sustainability Know whether How do I get there? Action Know how good

17

18 Qualifications Frameworks Open Access - Exit Recognition Mobility Quality LLL Learning Outcomes: Employability (Driving Licence) 18

19 At any level in any direction Unit VET Parts of apprenticeship programmes Whole VET-programmes (Physiatherapy 50% to a bachelor degree) Lower Saxony: Offene HS HE Module (placements, projects ) Parts of study-programmes (accepted as trainer aptitude examination = Ausbildungseignungsprüfung) Whole HE-programmes Institution (dual academic degrees LLL

20 Qualifications Framework - Basic Options Permeability School, Vocational T. University Levelv B LO Sector 1 Qualification 2 LO Sector 2 Qualification 3 Institution vertical Labour Market Level A LO Sector 1 Qualification 1 horizontal LO Sector 2 Qualification 4 Institution 20

21 Key Issue 3. Mutual Trust - Culture 21

22 Can we achieve it?

23 YES, WE CAN 23

24

25 Dreams may come true! TEAM up with each other EXAMPLE: what was future yesterday, is reality today And: Today is tomorrow yesterday!

26 Brasilien 2014 A DREAM became true Level: Top European Area of Higher Education Global Area of HE