RIGA, 18 DECEMBER 2017 QUALIFICATIONS STORY: A SLOVAKIAN EXPERIENCE

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1 WORKING SEMINAR DEVELOPMENT OF LATVIAN QUALIFICATIONS FRAMEWORK RIGA, 18 DECEMBER 2017 JURAJ VANTUCH

2 TWO COMPARATIVE ANALYSES ( QUALIFICATIONS SYSTEMS AND NQFS ) FRONTRUNNERS: UK,IRELAND, FRANCE, MALTA CEDEFOP: GERMANY, DENMARK, IRELAND, NETHERLAND, ESTONIA, MALTA OECD: SWITZERLAND, AUSTRIA, GERMANY, NORWAY, FRANCE TERRITORY: AUSTRIA, CZECH REUBLIC, HUNGARY, (POLAND) COUNTRIES SELECTED FOR DETAILED ANALYSIS 7 (AS REQUIRED BY ASSIGNEMENT): UK-SCO, IRL, GER, AT, FR, NL, DK + 2 VOLUNTARILY ADDED FOR NQS : CZECH REPUBLIC, AND NORWAY + 3 VOLUNTARILY ADDED FOR NQF ESTONIA, SLOVENIA, MALTA Diversity in approach: National context matters!

3 WHAT IS A QUALIFICATION? LEARNING OUTCOMES YES, BUT WHAT DOES IT MEAN? NATIONAL QUALIFICATIONS FRAMEWORK YES, BUT WHY? NQF FUNCTIONS: WHAT WE CAN GET FROM... POLICY LEARNING VS POLICY BORROWING

4 WHAT IS A QUALIFICATION? TRADITIONAL APPROACH IN SLOVAKIA QUALIFICATION PER SE EDUCATION LEVEL + PRACTICE (IN YEARS) + SPECIFIC REQUIREMENTS TRADITIONAL APPROACH IN SLOVAKIA - COMMON SENSE ON AN INDIVIDUAL INTERNATIONAL QUALIFICATION PER SE INTERNATIONAL QUALIFIED INDIVIDUAL PERSON WITH AN OFFICIAL STAMP + AN ABLE PERFORMER REPRESENTATION BY LEARNING OUTCOMES BY A COMPETENT BODY ASSESSED AND VALIDATED ACHIEVING LEARNING OUTCOMES TO GIVEN STANDARDS. ANGLOSAXON E.G. 10 HOURS TRAINING IN CRITICAL THINKING

5 F LEARNING OUTCOMES YES, BUT WHAT DOES IT MEAN? 5 DIFFERENT CONTEXTS METAFRAMEWORK DESCRIPTOR (EQF) NATIONAL FRAMEWORK DESCRIPTOR (NQF) STANDARDS SETTING (EDUCATIONAL/OCCUPATIONAL/QUALIFICATION) VET PROGRAMING (~LEARNING OBJECTIVES: BLOOM DERIVATIVES) INDIVIDUAL ACHIEVEMENT (RESULTS OF AN INDIVIDUAL LEARNER) Learning outcomes as signals of agreement

6 SHIFT TO LEARNING OUTCOMES Risk of reductionism Problem of appropriate granularity and measurability Beware of verbal games! Learning outcomes are signals of agreement! Discussing learning outcomes is a value in itself and it's not about active verbs and precision in formulations it is on finding agreement Stakeholders opinions are insufficient permanent functional analysis of workplaces is needed: Sectoral councils status and mandate plays a crucial role!

7 NATIONAL QUALIFICATIONS FRAMEWORK YES, BUT WHY?...AND REALLY WHY? CLUB MEMBERSHIP? COMMUNICATION/TRANSFORMATION/ REGULATION ROLE (ORIGINAL CLASSIFICATION) VEHICLE FOR REFORM? INCREMENTAL REFORM QUALITY ASSSURANCE : WHERE TO PLACE A WATCH DOG? NEW ARCHITECTURE? LEARNING OUTCOMES WITHOUT ASSESSMENT MANUALS HARDLY FUNCTIONAL VALIDATION NFIL QUESTIONED

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9 NQF FUNCTIONS: WHAT WE CAN GET FROM... COMMUNICATION - SUPPORT FOR LLL/ CVET REFORMING QUALIFICATION SYSTEM SEGMENTING, UNITS OF L.O. CRUCIAL ROLE OF 4TH SUBFRAMEWORK - OCCUPATIONAL QUALIFICATIONS LM DRIVEN - IVET CHANGES INDUCED BY 4TH SUBF + L.O. FURTHER PROGRESS IN BOLOGNA PROFESSIONAL BACHELORS

10 F POLICY LEARNING VS POLICY BORROWING FIXING TERMINOLOGY CLASH CLARIFYING QUALIFICATIONS SYSYSTEM MAKE DIFFERENCE BETWEEN EDUCATION SYSTEM AND A QUALIFICATIONS SYSTEM IS INEVITABLE FOR SLOVAKIA REFERENCING NQF AND NOT THE EDUCATION SYSTEM SECTORAL COUNCILS (BRICK AND MORTAR) UK CAREER PATH FOR CRAFTSMEN (SKKR/EQF 6) - GERMANY There is no policy borrowing, only policy learning

11 WORKING SEMINAR DEVELOPMENT OF LATVIAN QUALIFICATIONS FRAMEWORK RIGA, 18 DECEMBER 2017 Thank you for your attention...and questions for my answers JURAJ VANTUCH,