European qualifications framework

from Wikipedia, the free encyclopedia

The European Qualifications Framework for Lifelong Learning (EQF) ( English European Qualifications Framework, EQF ) is an initiative of the European Union , which aims to make professional qualifications and competences in Europe more comparable.

By defining a grid, the EQF is intended to serve as a “translation aid” between the qualifications systems of the member states, so that educational qualifications are made more comparable and understandable for employers, citizens and institutions and workers and learners can use their qualifications in other countries. In April 2008 the European Parliament and the Council decided to set up the EQF in the form of a non-binding recommendation for the member states.

comparability

The EQF defines a number of levels of education that are intended to cover the entire spectrum of educational outcomes. Each level is described by descriptors . The descriptors relate to knowledge, skills and competencies (KFK). Under knowledge theoretical and / or factual knowledge is understood. Skills can be of a cognitive nature (problem-solving ability , creative thinking, etc.) or practical (e.g. handling instruments and materials). In the EQF context, competence has two aspects: “responsibility” and “independence”. The description of the required KFK becomes more demanding with each level. The EQF is divided into eight stages. These eight levels range from basic general knowledge and skills (level 1) to mastering a highly specialized area of ​​knowledge (level 8). The three highest levels correspond to the part of the European Higher Education Area as part of the Bologna Process defined university degrees such as Bachelor , Master and PhD . However, they can also represent particularly demanding professional qualifications .

Level / level EQF Qualifications Framework for the European Higher Education Area Equivalent according to DQR knowledge Skills Competencies
1 not applicable Vocational training preparation

Basic general knowledge

Basic skills required to perform simple tasks

Working or learning under direct guidance in a pre-structured context

2 not applicable Secondary school leaving certificate

Basic factual knowledge in a field of work or study

Basic cognitive and practical skills necessary to use relevant information to perform tasks and solve routine problems using simple rules and tools

Working or learning under supervision with a certain degree of independence

3 not applicable Two-year vocational training, secondary school leaving certificate

Knowledge of facts, principles, procedures and general terms in a field of work or study

A range of cognitive and practical skills for completing tasks and solving problems using basic methods, tools, materials and information selected and applied

Take responsibility for completing work or study tasks; When solving problems, adapt your own behavior to the respective circumstances

4th not applicable Three-year vocational training, university entrance qualification, technical college entrance qualification

Broad spectrum of theoretical and factual knowledge in a work or study area

A range of cognitive and practical skills required to find solutions to specific problems in a field of work or study

Independent activity within the action parameters of work or learning contexts, which are usually known, but can change; Supervising the routine work of other people, taking some responsibility for evaluating and improving work or study activities

5

Short study cycle

First professional training qualification

Comprehensive, specialized theoretical and factual knowledge in a field of work or study as well as awareness of the limits of this knowledge

Comprehensive cognitive and practical skills required to develop creative solutions to abstract problems

Directing and supervising in work or study contexts in which unforeseeable changes occur; Review and develop your own performance and that of other people

6th

first cycle of studies (Bachelor)

FH diploma, state examination, business administrator, operational professional, master craftsman, technical school, professional academy

Advanced knowledge in a field of work or study using a critical understanding of theories and principles

Advanced skills that show mastery of the subject as well as the ability to innovate and are required to solve complex and unpredictable problems in a specialized area of ​​work or study.

Management of complex technical or professional activities or projects and assumption of decision-making responsibility in unpredictable work or learning contexts; Taking responsibility for the professional development of individuals and groups.

7th

second cycle of studies (Master)

University diploma, master's degree, state examination, business economist, strategic professional

Highly specialized knowledge, which is partly linked to the latest findings in a field of work or study, as the basis for innovative approaches and / or research; Critical awareness of knowledge issues in one area and at the interface between different areas

Specialized problem-solving skills in research and / or innovation in order to gain new knowledge and develop new processes, as well as to integrate knowledge from different areas

Management and design of complex, unpredictable work or study contexts that require new strategic approaches; Taking responsibility for contributions to expertise and professional practice and / or for reviewing the strategic leadership of teams

8th

third cycle of studies (Ph.D.)

Doctorate to Dr.

Top knowledge in a work or study area and at the interface between different areas

The most advanced and specialized skills and methods, including synthesis and evaluation, for solving key issues in research and / or innovation and for expanding or redefining existing knowledge or professional practice

Professional authority, ability to innovate, independence, academic and professional integrity and sustained commitment to the development of new ideas or processes in leading work or learning contexts, including research

The highest level ( postdoc ), which is traditionally defined in Germany as the competence to “independently represent a subject in research and teaching”, is not recorded.

Learning outcomes as a basis

In order for the EQF to be applicable to different systems, the qualification levels are based exclusively on learning outcomes, i.e. on what a learner knows, understands and can and no longer on the learning input, which is determined by the duration of a learning process or the type of educational institution. The learning outcomes are the knowledge, skills and abilities acquired in the context of an educational program or informally . Duration of training, training location (school, company, university, educational institution) and type of training ( dual training , learning on the job, studies, etc.) do not matter. This makes it possible to describe the learning outcomes of each course in a neutral form without making a direct comparison or using the education or qualification system of an individual country as a reference. The EQF thus represents a neutral framework to which every qualification / course in every EU country can be related. No area of ​​education (e.g. general education, higher education, vocational education; formal, non-formal and informal) should be preferred or discriminated against.

function

The EQF has the function of a meta-framework for national qualifications frameworks (NQF), which the member states can create analogously to the EQF. In this way, the EQF serves as a tertium comparationis between different NQFs.

German Qualifications Framework (DQR)

The decision to develop a German Qualifications Framework was made in October 2006. On January 31, 2012, the bodies involved agreed on a procedure that would apply for the next five years. In December 2012, the so-called “referencing report”, which describes, explains and justifies the link between the DQR and the EQF, was successfully presented to the European Commission.

The "Joint Resolution of the Standing Conference of the Education Ministers of the Federal Republic of Germany, the Federal Ministry of Education and Research, the Conference of Economic Ministers and the Federal Ministry of Economics and Technology on the German Qualifications Framework for Lifelong Learning (DQR)" came into force on May 1, 2013 . He created the basis for gradually assigning qualifications acquired from summer 2013 to a DQR level and showing them on the qualification certificates ".

As part of a master craftsman's celebration in Dortmund in February 2014, master craftsmen’s certificates were awarded for the first time with the reference to the EQF and DQR: “This qualification is assigned to level 6 in the German and European qualifications framework”.

Further National Qualifications Framework (NQF) in German-speaking countries

EuropeanQualicationsFramework.jpg

Austria

Switzerland

supplemented by the National Qualifications Framework for Vocational Education and Training (NQF) Switzerland

Liechtenstein

Liechtenstein has also implemented the EQF in national instruments (NQFL).

discussion

The EQF is still being discussed controversially in some member states of the EU, including Germany. There is mainly discussion about the type and number of levels and the structure of the descriptors. There are differences of opinion between higher education and vocational education as to the allocation of individual qualifications. However, there is consensus that it is about the equivalence and not the similarity of degrees.

Conclusion: The DQR is a voluntary transparency instrument without any legal obligation and without authorization for the individual. A German university will not allow anyone to study for a master’s degree simply because, as a certified specialist, they have a degree at level 6 (Bachelor). The admission regulations of the individual federal states and universities continue to apply, as do their procedures for crediting professionally acquired competencies towards a degree.

The EQF is to be supplemented by the European credit point system for vocational training ( ECVET ), which is still being developed.

See also

Web links

Individual evidence

  1. ↑ http://www.ehea.info/media.ehea.info/file/2018_Paris/77/8/EHEAParis2018_Communique_AppendixIII_952778.pdf
  2. ↑ EU Commission 2008: The European Qualifications Framework for Lifelong Learning (PDF file; 1.81 MB)
  3. ^ National Qualifications Framework for Vocational Education and Training (NQF) Switzerland
  4. ↑ Ordinance on the national qualifications framework for qualifications in Swiss vocational training (V-NQR-BB)
  5. ↑ Qualifications framework for higher education in the Principality of Liechtenstein NQ.FL-HS