Description of competences in EQF. Edwin Mernagh National Qualifications Authority of Ireland Prague, 18/09/06

Transcription

1 Description of competences in EQF Edwin Mernagh National Qualifications Authority of Ireland Prague, 18/09/06

2 EQF: status now a draft Recommendation of the European Parliament and of the Council context whereas recommends that member states endorses the Commission s intentions to

3 The European Qualifications Framework for lifelong learning the objective of the Recommendation: a common reference framework a translation device between different qualifications systems and their levels whether for general and higher education or for vocational education and training.

4 EQF: a meta framework a translation device between different qualifications systems and their levels qualifications do not relate directly to EQF levels qualifications relate in the first place to national structures or systems of qualifications (e.g. national frameworks) national structures relate to EQF EQF is not proposed as a model for national frameworks

5 EQF and ECVET ECVET is an international credit transfer mechanism ECVET is not a credit system for qualifications at a national or sectoral level ECVET needs an international referent tool to enable credit transfer partners to locate similar qualifications by level EQF is proposed as the levels referent for qualifications in ECVET

6 Meta framework levels to relate system to system to enable reference to all learning, from the most basic to the most advanced as few levels as possible as broad and encompassing as possible require generic descriptors

7 EQF level descriptors Levels in EQF are defined by descriptors EQF level descriptors indicate the learning outcomes relevant to qualifications at that level in any system of qualifications Learning outcomes means statements of what a learner knows, understands and is able to do on completion of a learning process and are defined in terms of knowledge, skills and competence

8 Reading EQF descriptors grid of 8x3 descriptor statements knowledge, skills and competence 8 levels each level descriptor to be read all the way across each level descriptor assumes inclusion of the outcomes for the levels below

9 EQF Level 4 descriptor The learning outcomes relevant to Level 4 are factual and theoretical knowledge in broad contexts within a field of work or study a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities

10 The semantics of competence competence (with no article, and no plural) a word describing a concept, analogous to words such as weight or zeal. In qualifications frameworks terminology it refers to an element of learning outcomes, in the same range as knowledge and skill. a competence (plural competences ) refers to bundles (or a bundle) of learning outcomes relevant to a function, role or occupation. The learning outcomes that make up a competence comprise elements of knowledge, skill and competence. The term a competence is in the same range as learning outcomes. competency (plural competencies ) describes a standard of achievement of learning outcomes (or competences ) required as a qualification for a role, or occupation, or for recognising a level of expertise in a field. Competency is a word in the same range as qualification.

11 Competence in EQF word used only in the context of an element of learning outcomes (knowledge, skills and competence) competence means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and/or personal development. In the European Qualifications Framework, competence is described in terms of responsibility and autonomy.

12 context in EQF descriptors Is the contextualised issue relevant to EQF? all EQF level descriptors seek to situate learning in (generic) context Level 4: knowledge in broad contexts skills required in a field of work or study self-management within the guidelines of work or study contexts responsibility for the evaluation and improvement of work or study activities

13 EQF: a framework of? EQF is a meta-framework based on learning outcomes EQF is not a competence-based framework of qualifications EQF levels do not reflect competences required for particular tasks or occupations participation in any particular programme or process of learning

14 Description of competences: for what purpose? EQF descriptors define levels in a metastructure designed as a relational instrument most national frameworks have descriptors for both levels and qualifications levels descriptors are primarily relational in purpose and general in nature qualifications descriptors are field-specific, can be used as the basis of programme design What are descriptions of competences intended to do?

15 General and specific learning outcomes Learning outcomes descriptors can be more or less general or specific meta framework levels: very general, just 3 strands in EQF national framework levels: general, 8 strands in the Irish NFQ sectoral framework levels: specific qualification descriptor: very specific, can be used as the basis for programme design

16 Transparency, mobility, international recognition: learning outcomes or competences? contextualised-v-decontextualised competences: is this a useful distinction for international referencing? alternative: general-v-specific learning outcomes descriptors EQF is based on the learning outcomes approach