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					         White Paper on Key
     Competences and the EQF/ NQF
             Elisabeth Brugger & Gerhard Bisovsky
              The Vienna Adult Education Centres
                 (Die Wiener Volkshochschulen)

26-11-2010                  EAEA, Brussels          1
             Outline of presentation
1. EQF, NQF and the non-formal sector in
   Austria
2. The VHS white paper on key competences –
   what is it?
3. Examples for the non-formal sector and the
   role of the white book on key competences
4. Strategical remarks


26-11-2010            EAEA, Brussels            2
                  1 NQF in Austria
• Three corridors
      – Formal (Schools, Universities, VET: based on
        occupational groups)
      – non-formal (adult education) with feasability
        studies: tourism, building industry, health sector
      – informal
• Consultation process since 2007
• Classification of the formal sector 2010
• Non-formal 2011f. Informal?

26-11-2010                  EAEA, Brussels                   3
              Qualification
• a conclusion of an assessment and validation
  process
• carried out by an educational institute or a
  certifying body
• certified with a diploma (= formal result)
• attesting the graduate that s/he comes with
  knowledge, skills and competence (= learning
  outcomes)
• defined as standards for graduation
• by the provider.
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              Authorisation
• Regulated by law
• Based on an accredition
• Ownership of a qualification




26-11-2010           EAEA, Brussels   5
                NQF consists of …
• … 8 Levels
• Level 6-8 two pillars:
      – higher education
      – Vocational education, general education




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             General Education      Vocational Education and            Higher Education
                 Schools                      Training
                                      Schools, enterprises

 1                                 f.e. stacker lift truck driving
                                                 license
 2           General Secondary         Certificates or partly
                    School                   qualifications
               (Hauptschul-            Different vocational
                Abschluss)                   qualifications
                 ISCED 2
 3                                    Vocational schools for
                                            apprentices
                                     Medium-level secondary
                                 technical and vocational colleges
 4            School leaving            Higher education
                 examination          entrance examination
                (Gymnasium)
 5                                 School leaving examination        „Short Cycle“ within the
                                 Higher technical and vocational          first study cycle
                                              colleges
 6                                 Master craftsman, engineer                Bachelor
                                                                        (first study cycle)

 7                                      f.e. tax counsellor                 Master
                                                                      (second study cycle)

 8                                    f.e. public accountant,                   PhD
26-11-2010                              EAEA, Brussels                  (third study cycle)   7
   Effects of the NQF on non-formal education
• Advantages, challenges
   – Integration of existing qualifications (health sector,
     Kindergarden, art sector, project management, etc. )
   – Integration of modularized qualifications in different
     subjects, languages, economy, IT, …
   – Creation of new and missing provision for qualifications
     and qualification modules
   – Rise of quality via definition of standards
• Adult education overspans more than the NQF!
• Possible disadvantages, fears
       – Low value of offers not compatible to the NQF
       – Loss of open and low threshold offers
       –
26-11-2010 Reduction of public expenses
                                 EAEA, Brussels                 8
1. EQF, NQF and the non-formal sector in
   Austria
2. The VHS white paper on key competences –
   what is it?
3. Examples for the non-formal sector and the
   role of the white book on key competences
4. Strategical remarks


26-11-2010          EAEA, Brussels              9
http://www.vhs.at/fileadmin/uploads_vhsat/downloads/pdf/Wiener_VHS_Wei
%C3%9Fbuch_Programmplanung_Teil_1.pdf
26-11-2010                      EAEA, Brussels                           10
                    Background
• Organisational change of Vienna Adult
  Education Centres > non-profit limited liability
  company
• Commitment with the municipality of Vienna
      – Coherence of the provision
      – Link to NQR, educational standards and other
        frames
      – Based on European key competences

26-11-2010                EAEA, Brussels               11
                 Frame Curriculum
              White book on key competences
• Eight European key competences for lifelong learning
• References to relevant national and European frames:
    – educational standards (school system)
    – European Framework of Reference for Languages CEFR, CRELL
    – “industrial certificates” like ECDL®, European Business
      Competence* Licence, EBC*L, …
• Based on learning outcomes
• Descriptors: Knowledge, skills, attitudes. Attitudes to be
  related to spefics contexts.

 26-11-2010                 EAEA, Brussels                  12
             From a catalogue of single courses …




26-11-2010                  EAEA, Brussels          13
      … to the 8 competences for LLL
1. communication in the mother tongue
2. communication in foreign languages
3. mathematical competence and basic competences
   in science and technology
4. digital competence
5. learning to learn
6. social and civic competences (incl. health)
7. sense of initiative and entrepreneurship
8. cultural awareness and expression
26-11-2010           EAEA, Brussels                14
              Composition
Each key competence consists of sector
  competences on a horizontal level
Each key competence is defined by
• attitude
• knowledge
• abilities and skills
Competence: Somebody has the xy competence
  when s/he knows … and is able to … oriented
  towards … (attitude)
26-11-2010          EAEA, Brussels          15
                  Examples
Examples for our interpretations of the following
  key competences

5 Learning to learn
6 „Citizenship“: Social competence and self
  competence (social and civic competences)
7 „Entrepreneurship“: Sense of initiative and
  entrepreneurship
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                        5: Learning to learn
Section 1       Section 2                        Section 3           Section 4
Time Management Organisation of                  Learning in groups/ Motivation and
                information                      Group learning      self-esteem
1.1 determine          2.1 find                  3.1 to                 4.1 to set a goal
learning time, deal    information               communicate in
with milestones                                  groups
1.2 confront with      2.2 understand            3.2 to contribute to   4.2 to overcome
learning tasks         information and           groups                 obstacles
                       construct
                       knowledge
1.3 efficient use of   2.3 to use                3.3 to accept          4.3 to operate
time                   information and           decisions in groups    learning
                       knowledge for                                    competence
                       action
                                                 3.4 work together      4.4 self-esteem
                                                 in groups
    26-11-2010                           EAEA, Brussels                                  17
                     6: Social competence and self competence (social and civic competences)
S 1 Political area             S 2 Cultural area               S 3 social area               S 4 personal area
1.1 to orient in a political 2.1 to realize the                3.1 to live human             4.1 self-awareness
world                        complexity of the own             relationships
                             cultural identiy
1.2 to see needs and           2.2 to orient in a cultural     3.2 to act social and self-   4.2 self development
interests historical           world                           responsible
1.3 to understand social       2.3 to see the meaning          3.3 to communicate            4.3 self advocacy
systems                        of culture                      adequate to situations
1.4 to reflect, critizise      2.4 to reflect cultural         3.4 to solve human            4.4 self fulfillment
and evaluate                   heritage                        conflicts
1.5 moral sensibility          2.5 to accept the               3.5 to contribute to the      4.5 to subsist healthy
                               plurality of culture            health of others
1.6 to act solidarity                                                                        4.6 to move
1.7 fair acting                                                                              4.7 to relax
1.8 take over social and                                                                     4.8 to protect oneself
political responsibility
                                                                                             4.9 well being
                                                                                             4.10 to care the one
                                                                                             health
                                                                                             4.11 to act autonomous
    26-11-2010                                        EAEA, Brussels                                             18
                         7 Sense of initiative and entrepreneurship
S 1 Business and                S 2 Strategic organisation   S 3 personal and
commercial competence           of enterprises and           interpersonal competence
                                management competence        of entrepreneurs
1.1 to found and to             2.1 to develop               3.1 to communicate in and
conduct enterprises             organisations                for the enterprise
1.2 to employ people and        2.2 to manage personal       3.2 to work in groups and
to allocate personal costs      staff                        with groups
1.3 accountancy                 2.3 to manage quality        3.3 to plan and to organise
                                                             tasks
1.4 to calculate costs and      2.4 to manage products       3.4 to maintain the own
prices                                                       workforce
1.5 to calculate taxes          2.5 think strategically
1.6 to plan and to direct       2.6 marketing
business processes
1.7 to think and to decide      2.7 to evaluate outcomes
economically
                                2.8 to manage information

26-11-2010                               EAEA, Brussels                                  19
1. EQF, NQF, learning in the non-formal sector &
   adult education
2. The VHS white paper on key competences –
   what is it?
3. Examples for the non-formal sector and the
   role of the white book on key competences
4. Strategical remarks


26-11-2010           EAEA, Brussels            20
                 The Frame Curriculum - Effects
• Competences are formulated with regard to the forthcoming
  NQF: Learning outcomes
• Modularisation
• Bundles of modules
• Bundles of competences can lead to (part) qualifications
• A standardized system of educational provision can be
  implemented
    –   permeability
    –   transparency
    –   better communication to learners
    –   overview and callibration within the educational institution


26-11-2010                        EAEA, Brussels                       21
              EQF and key competences
      – The Framework of key competences covers the
        essential competences that are needed for
        successful life in a knowledge society in personal,
        social spheres and for employability.
      – The European Qualifications Framework is a tool
        for facilitating qualifications (and competences) to
        be more transparent, transferable and easier to
        recognise by describing eight levels of
        competence.
      – The key competences are integrated into these
        descriptors.
http://europa.eu/rapid/pressReleasesAction.do?reference=MEMO/05/416&format=HTML
&aged=0&language=EN&guiLanguage=en
26-11-2010                           EAEA, Brussels                               22
   Example: Feministic basic studies
• 1 years Master course
• 8 modules
• diploma thesis

• Basic contents +
sectorial competences
  • Learning to learn (5)
     • Social competence (6)
     • Initiative and
     entrepreneurship (7)

26-11-2010                 EAEA, Brussels   23
                                  6.1.                         7.2.
                                   8                            8

                                  6.1.                         7.2.
                                                        7..
                                   7                            7

                                  6.1.                  7.1.   7.2.
                                   6                     6      6

                                  6.1.    6.2.   6.3.   7.1.   7.2.
                                   5       5      5      5      5

                                  6.1.    6.2.   6.3.   7.1.   7.2.
                                   4       4      4      4      4

             5.1.   5.2.          6.1.   6.2.    6.3.   7.1.   7.2.
              3      3             3      3       3      3      3

             5.1.   5.2.          6.1.   6.2.    6.3.   7.1.   7.2.
              2      2             2      2       2      2      2

             5.1.   5.2.          6.1.   6.2.    6.3.   7.1.   7.2.
              1      1             1      1       1      1      1



26-11-2010             EAEA, Brussels                                 24
1. EQF, NQF and the non-formal sector in
   Austria
2. The VHS white paper on key competences –
   what is it?
3. Examples for the non-formal sector and the
   role of the white book on key competences
4. Strategical remarks


26-11-2010          EAEA, Brussels              25
             NQF and the non-formal sector




26-11-2010               EAEA, Brussels      26
To do‘s until 2012

• Completion of the frame
  curriculum (horizontal)
• Vertical structure (8 NQR
  levels)
• Bundling of descriptors
  to modules
• Bundling of modules to
  new qualifications for
  NQF
• Bundling of modules for
  existing qualifications
  (f.e. tourism, building
  industrie, …)
•…
  26-11-2010                  EAEA, Brussels   27
             Thank you for your attention!

              elisabeth.brugger@vhs.at
              gerhard.bisovsky@vhs.at




26-11-2010              EAEA, Brussels       28

				
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