1. gehmlich@fh-osnabrueck.de1 Learning Outcomes and the German Qualifications Framework Thessaloniki Oct. 15-16 2007

2. gehmlich@fh-osnabrueck.de2  Compatibility with the EQF Starting Point

3. gehmlich@fh-osnabrueck.de3 The Reference Model for Germany

4. gehmlich@fh-osnabrueck.de4 Consequences  This does not necessarily mean: Identical descriptors Identical number of levels

5. gehmlich@fh-osnabrueck.de5 Consequences  This implies: The German education and training system – covering school education, vocational/professional education and training and higher education – is presented by one set of common descriptors.

6. gehmlich@fh-osnabrueck.de6 Consequences This leads to  An increase of transparency  More guidance, counselling and coaching  A sound validation This may improve  Permeability  Mobility  Trust  Recognition This results in the following model:

7. gehmlich@fh-osnabrueck.de7 NQF Onion Model EQF HQF SQF FQF BQF QRECOGNITIONQRECOGNITION LEARNINGOUTCQLEARNINGOUTCQ

8. gehmlich@fh-osnabrueck.de8 Requirement  Outcome orientation Example „Learning Chain“ of formal learning

9. 9 Learning Chain Tools - Documents Learning Outcomes Subject-related -Knowledge Deepening / Widening Generic -Skills / Competences Knowledge opening / developing QFR-NQR-HQR-SQR Learner Credit Transfer + Accumulation Application /CV / Learning Agreement/ TOR / Mobility Pass Language Pass Diploma/Certificate Supplement Learning Space Teaching and Learning, Research Learning Environment Information Package / Course Catalogue Change of Paradigm Quality Assurance/ -enhancement Standards & Guidelines / Register Labour Market

10. gehmlich@fh-osnabrueck.de10 Principles in Practice Information process Employability et al Learning Space Information Pack. Learning Agreement Award / Diploma Supplement Transcript of Records Credit Transfer / Accumulation Profile Level Modularisation Learning Outcomes Workload Individual Selection Performance Credits Grade Descriptors

11. gehmlich@fh-osnabrueck.de11 How can this be achieved?  Action Plan Proposed actions 1-3

12. gehmlich@fh-osnabrueck.de12 Action Plan: 1.Agreement as regards a common set of denominators: descriptors  Examples of good practice EQF EHEA DEHEA Scottish QFR Irish QFR European Language Competence Framework  Compatible German development 1

13. gehmlich@fh-osnabrueck.de13 Frame -work Descriptors EHEA QF Knowledge & understanding Applying k&u Making judgements Comm- unicating Learn to learn DHEA QF Knowledge K-broadening K-deepening Can Do – Knowledge opening and developing (Capacity to act) Instrumental – communicative – systemic EQF KnowledgeSkillsCompetences DQF Knowledge K-broadening K-deepening Can Do – Knowledge opening and developing (Capacity to act) Instrumental – communicative – systemic

14. 14 Denominators - Descriptors suitableacceptablefeasiblesustainable EQF x?x Metaframework Implementation: compatible ? EHEA xxx National „Takeover“ / Implementation: compatible ? Standards & Guidelines, Register DQR HS xx compatible (Bergen-EQF) x Accreditation ? Formative Quality Assurance and Enhancement

15. 15 Scottish Credit and Qualifications Framework Practice: Applied knowledge and understanding Generic and cognitive skills Communication, ICT and numeracy skills Knowledge and understanding Autonomy, Accountability And working with others Level

16. 16 The National Framework of Qualifications – levels, major award-types and awarding bodies

17. gehmlich@fh-osnabrueck.de17 Action Plan 2.In parallel: Design of an ideal model of a hierarchy of learning outcomes in theory and Identification of a reality model of descriptions of qualifications (national qualifications) both based on one set of descriptors 2

18. gehmlich@fh-osnabrueck.de18 Proposed actions 21. Ideal model of learning outcomes (national meta framework) Learning outcomes are defined in general by the agreed descriptors They are differentiated vertically from each other according to levels to identify value added of learning from one level to the next They neither carry credits nor do they identify entry requirements or rights to enter

19. gehmlich@fh-osnabrueck.de19 Proposed actions 22.Reality model of descriptions of qualifications (national qualifications) Test to which extent existing descriptors for learning outcomes of schools, vocational, professional and higher education and training are compatible with the EQF descriptors (knowledge, skills, competences) and/or which have to be revised in the light of the agreed set of descriptors

20. gehmlich@fh-osnabrueck.de20 Action Plan  If necessary Revision of non-compatible descriptors and descriptions according to the agreed descriptors Design of new descriptions of qualifications according to the above  Requirement Only those learning outcomes can be described which can be tested in terms of achievement

21. gehmlich@fh-osnabrueck.de21 Action Plan  Structuring Qualifications with comparable/compatible descriptions will be clustered  Documenting Presentation of learning pathways to achieve any qualification (Training programme e.g.), including an allocation of credits, the entry requirements and the rights to enter Qualifications (Certificate-/Diploma)-Supplement e.g.: Learning outcomes, credits

22. gehmlich@fh-osnabrueck.de22 Action Plan  Reality model of qualification descriptions (national qualifications) will be assigned to the ideal model of learning outcomes (national meta framework)  The introduction of subcategories might be helpful  Credits will be allocated but neither entry requirements nor any rights to enter  All stakeholders have to be involved in this exercise  The result: National qualifications framework of Germany: DQR 3

23. gehmlich@fh-osnabrueck.de23 Ideal model of learning outcomes (national meta framework) (without reference to any real qualification / credits Reality model of qualification descriptions (national qualifications) (Qualifications-Supplement, incl. Credits) National Qualifications as bundle of learning outcomes H G F E D C B A Q Q Q Allocation Example Hierarchy 2 3

24. gehmlich@fh-osnabrueck.de24 Step-by-step in a nutshell  Definition of descriptors  In parallel: Design of an ideal model of an hierarchy of learning outcomes (meta framework) and Identification of a „reality“ model based on the description of qualifications  Rewriting of learning outcomes of qualifications in the light of findings and the agreed descriptors  Reality qualification descriptions are assigned to the ideal model of hierarchy of learning outcomes (levels), including credits  All stakeholders have to be involved 1 2 3

25. gehmlich@fh-osnabrueck.de25 Summary: Structural Requirements  Concise Descriptions  Consistent Terminology  Clear Reference to Educational / Training Standards  Presentation of Learning Outcomes  Validation of Learning Outcomes  Scope and Size of a Level

26. gehmlich@fh-osnabrueck.de26 Summary: Key Functions of a Qualifications FW  Comparability and Compatibility Transparency Translation  Permeability and Mobility Issue of equivalent qualifications Recognition and accreditation Progression and Transfer Components of qualifications Credits

27. gehmlich@fh-osnabrueck.de27 Summary Further Functions and Objectives  Employability  Curriculum Development  Counselling and Coaching  Life-Long-Learning  Efficiency and Effectiveness

28. gehmlich@fh-osnabrueck.de28 Summary Potential Consequences  Legal  Systemic  Curricular  Communication

29. gehmlich@fh-osnabrueck.de29 Summary Critical Success Factors  Suitability  Acceptability  Feasibility  Sustainability

30. gehmlich@fh-osnabrueck.de30 Master the challenge Jointly German Qualifications Framework