Transcript NQR Tourismus: Ergebnisse eines Pilotprojekts

EQF Referencing Process and Report
Some considerations
Karin Luomi-Messerer
3s
Prague
11 March 2011
EQF referencing report
Purpose
Presentation of the result of the referencing process: linking national
qualifications levels to the EQF levels – required to use the EQF as
translation device
Other purposes? e.g. reflecting own system, preparing reforms
Target group
EQF Advisory Group, qualifications / qualifications frameworks,
referencing experts, national stakeholders...?
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EQF referencing report
Transparency
Explanation of decisions, description of procedures and
methodology applied
Evidence
To justify the decisions - to enhance transparency and credibility
Trust
Also addressing challenges and possible conflicts in the referencing
process
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Criterion 2
There is a clear and demonstrable link between the
qualifications levels in the national qualifications
framework or system and the level descriptors of the
European Qualifications Framework.
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Criterion 4
The procedures for inclusion of qualifications in the
national qualifications framework or for describing
the place of qualifications in the national
qualification system are transparent.
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”Best fit” principle
Approaches
___Technical analysis: textual/linguistic comparison of descriptors
___Social approach: how are qualifications regarded in a country –
current practice in relation to implicit levels; stakeholder
consensus/consultation; empirical research, analyses
How to conceptualize “best fit” and balance these different approaches
in case of different outcomes?
Evidence/reason for decision has to be made explicit – transparency!
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”Best fit” principle - challenges
Learning outcomes
(How) are qualifications classified that currently are only partly oriented
towards learning outcomes (see also Criterion 3)?
Differences between descriptions and reality?
Types of qualifications
Are qualifications of the same types allocated to the same levels?
“Best fit” principle – common understanding?
Levels have to be understood as corridors and not as exact lines.
Qualifications might include learning outcomes from different levels –
the “centre of gravity” has to be identified.
Different dimensions of learning outcomes may be emphasized in
qualifications placed at the same level.
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Evidence
Empirical evidence/indicators
Of particular relevance when LO descriptions are not available or the
existing documents are not sufficient.
What kind of information is relevant and can be accepted (“valid
evidence”)? (For example, statistical information on status of qualification
holders on the labour market or income of holders of a qualification?)
Values
Kind of evidence used in the classification process reflects implicit or
explicit values connected with the classification of qualifications.
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Thank you very much for your attention!
Contact:
Karin Luomi-Messerer
[email protected]
3s Wiedner Hauptstraße 18
1040 Vienna
Austria
3s Unternehmensberatung GmbH, www.3s.co.at