an article by Sandra Bohlinger (Technische Universitaet Dresden, Germany) published in Journal of Education and Work Volume 32 Issue 4 (2019)
Abstract
Launched in 2008 as a ‘Common Reference Framework’ including eight levels of learning and three descriptors that aimed at providing a ‘translation grid’ between national qualifications, the European Qualifications Framework (EQF) aims at numerous educational reforms such as promoting the learning outcomes orientation, transparency of qualifications and fostering mobility across national borders, employment sectors and educational sectors.
More than 10 years after, it is time to re-address these expectations and to question whether and, if so, in which ways the EQF has actually provided an impetus for the numerous reforms that were expected to be initiated by implementing it.
Reviewing policy documents, evaluation results and research on the EQF and therewith-linked national qualifications frameworks, there is little evidence that the EQF solved the challenges it was developed for.
Instead, findings suggest that it might be time to de-mystify qualifications frameworks as a panacea and reveal it as a paradigmatic case of travelling educational reforms around the globe that results in institutional isomorphism.
I looked up isomorphism and freely admit that I am somewhat confused as to it’s use here. I think it means that the more institutions follow the framework the more they become similar to each other.
Does that not, therefore, make mobility across national borders easier?
Showing posts with label qualifications_frameworks. Show all posts
Showing posts with label qualifications_frameworks. Show all posts
Thursday, 17 October 2019
Wednesday, 27 March 2019
England’s post-16 qualifications to be streamlined
an article by Sally Weale Education correspondent published in the Guardian
Education secretary to launch consultation to check courses are fit for purpose
The government is planning to streamline post-16 qualifications in England, scrapping funding for what it sees as poor-quality courses that fail to equip young people adequately for further education or employment.
In addition to A-levels and the new T-level vocational qualifications, there are 12,000 post-16 qualifications available, many of which overlap in the same subject areas, causing confusion among students and employers.
The education secretary, Damian Hinds, is to launch a consultation reviewing the post-16 qualification landscape – excluding A-levels and T-levels – looking at applied general qualifications and technical certificates among others to check they are fit for purpose.
Continue reading
Education secretary to launch consultation to check courses are fit for purpose
The government is planning to streamline post-16 qualifications in England, scrapping funding for what it sees as poor-quality courses that fail to equip young people adequately for further education or employment.
In addition to A-levels and the new T-level vocational qualifications, there are 12,000 post-16 qualifications available, many of which overlap in the same subject areas, causing confusion among students and employers.
The education secretary, Damian Hinds, is to launch a consultation reviewing the post-16 qualification landscape – excluding A-levels and T-levels – looking at applied general qualifications and technical certificates among others to check they are fit for purpose.
Continue reading
Thursday, 17 September 2015
A vocational qualifications system fit for adults? Revisiting some ideas from the university for industry
an article by Stan Lester (Stan Lester Developments, Taunton, UK) published in Higher Education, Skills and Work-Based Learning Volume 5 Issue 2 (2015)
Abstract
Purpose
The purpose of this paper is to make a case for creating a strand of negotiated qualifications in the English (and more generally UK) vocational education and training (VET) system, using the approach established through Ufi-Learndirect Learning through Work (LtW).
Design/methodology/approach
The paper identifies some limitations in the recent Whitehead review of adult vocational education in relation to people already in work. Drawing on research into learning at work, modifications to the VET qualifications system are proposed based on the LtW approach.
Findings
The VET qualifications system assumes a purpose of preparing people for occupational entry and developing essential competence. The needs of adults already in work can be accommodated provided that they can be fitted within structures reflecting this assumption. It is less able to meet the bespoke needs of individual workers or employers. The LtW approach, which enables individual accredited programmes to be negotiated, offers a way forward that preserves the integrity of the qualification system.
Practical implications
Implementing a LtW-type approach in the VET sector is structurally more difficult than in higher education, although less likely to encounter academic resistance. The main challenge is likely to come from the need to modify regulatory rules and design principles for vocational qualifications.
Originality/value
Individually negotiated qualifications have been resisted in VET due to largely unfounded fears about reduced rigour and loss of control of content. The proposed approach offers a means of meeting individual needs while retaining the integrity of the qualifications system and reducing the proliferation of units and content within it.
Abstract
Purpose
The purpose of this paper is to make a case for creating a strand of negotiated qualifications in the English (and more generally UK) vocational education and training (VET) system, using the approach established through Ufi-Learndirect Learning through Work (LtW).
Design/methodology/approach
The paper identifies some limitations in the recent Whitehead review of adult vocational education in relation to people already in work. Drawing on research into learning at work, modifications to the VET qualifications system are proposed based on the LtW approach.
Findings
The VET qualifications system assumes a purpose of preparing people for occupational entry and developing essential competence. The needs of adults already in work can be accommodated provided that they can be fitted within structures reflecting this assumption. It is less able to meet the bespoke needs of individual workers or employers. The LtW approach, which enables individual accredited programmes to be negotiated, offers a way forward that preserves the integrity of the qualification system.
Practical implications
Implementing a LtW-type approach in the VET sector is structurally more difficult than in higher education, although less likely to encounter academic resistance. The main challenge is likely to come from the need to modify regulatory rules and design principles for vocational qualifications.
Originality/value
Individually negotiated qualifications have been resisted in VET due to largely unfounded fears about reduced rigour and loss of control of content. The proposed approach offers a means of meeting individual needs while retaining the integrity of the qualifications system and reducing the proliferation of units and content within it.
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