EQF Effect on National and Sectoral Qualification Processes

Author(s):

M'Hamed Dif

Conference:

ECER 2010

Network:

2. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 03 A, Qualification Frameworks

Paper Session

Time:

2010-08-25

14:00-15:30

Room:

P722, Porthania

Chair:

Jörg Markowitsch

Contribution

The use of the EQF as an instrument for inter-country comparison of national and sectoral qualifications cannot be limited only to the comparison of learning outcomes based on related descriptors of qualification attainments. As confirmed by recent European research and projects on EQF testing and implementation (e.g. SECCOMPAT Project), the learning outcomes approach does not provide complete guidelines for the comparability and compatibility of “real” qualifications in different countries. This is basically due to the fact that there are differences in the processes of qualification formation engendered by the influences of different contextual socio-economic, institutional and cultural factors and actors. Therefore, it is also important to investigate and analyse the comparability and compatibility of sectoral and national qualification as contextualised learning “processes” and “outcomes” by adopting both: the process and outcome based learning approaches. In this context, this paper on “EQF Effect on the national and sectoral qualification processes”, integrates within the framework of the new “EQF-PROQS Project (2010-2012)” which extends the learning outcome approach of the previous SECCOMPAT project to a more process-based approach in the inter-country comparison of sectoral qualifications in seven partner countries (AT, DE, FR, LT, NL, SI and UK). The aim of the paper is to investigate and analyse through its basic sections the processes of designing, provision, assessment and awarding of sectoral qualifications with specific reference to the exemplary case of the French construction sector. This includes detecting and analysing the influences of the socio-economic, institutional and cultural contextual factors and actors on the comparability and compatibility of sectoral qualification processes and their outcomes in the partner countries covered by the EQF-PROQS project.

Method

The adopted research methodology encompasses dealing with the guiding principles, theories and practices, on national and sectoral levels, for designing and implementing qualifications processes and systems (combining both: the process and outcome based learning approaches). The investigation is based primarily on desk research and documentation, including the use of data from national directories such as the national repertory for vocational certifications (RNCP) and the national operational repertory for occupations and trades (ROME). This primary exploration research and analysis is completed by a set of qualitative interviews with experts and representatives of social partners and involved institutions and stakeholders in qualification processes and their outcomes on sectoral and national levels.

Expected Outcomes

As an input to the first stage of EQF-PROQS project investigation, the paper is expected to have the following basic outcomes: 1. Providing a background analytical overview of national and sectoral processes in practice for designing, provision, assessment and awarding of qualifications in connection with the EQF (section I). 2. Detecting and analysing of the contextual socioeconomic, institutional and cultural factors and actors and their influences on the comparability and compatibility of French sectoral qualification processes and their outcomes with those within the partner countries of EQF-PROQS project (Section II). 3. Conclusions and recommendation (section III) as an input to the second stage in EQF-PROQS project investigation, especially in connection with the following research activities: (a)-conducting the inter-country comparison of sectoral qualification processes in the construction sector. (b)- preparing the guidelines for the usage of EQF in the inter-country comparison of sectoral qualification processes and their outcomes.

References

Brockmann, M., Clarke L. and Winch Ch. (2008): “Can performance-related learning outcomes have standards?”, In Journal of European Industrial Training Vol. 32 No. 2/3 , pp. 138-156 Dif, M. , Heraud, J.-A. and Nkeng, P. (2009): “Case study on "VAE" implementation procedure and practice in higher education”, In R. Tutschner, W. Wittig and J.Rami(Eds.): “Accredidiation of Vocational Learning Outcomes: European Approaches to Enhance permeability Between Vocational and Higher Education” in IMPULSE Series N°38, December 2009 (NA Beim BIBB, Germany), pp.61-84, Dif, M. (2007):“Accreditation of experiential learning in vocational education to foster professionalisation”, in Bernd Baumgartl, Fatma 6. Mizikaci and Dean Owen (Eds.): “from here to there: Mileposts of European higher education”, Naverme/Publications, Vol.7B, March, pp.151-159. European Commission(2008): The European Qualifications Framework for Lifelong Learning (EQF), Luxembourg: Office for Official Publications of the European Communities 8. Khayat, J., Kadlek, M., Stalker, M., Dif, M., Kelly, K & Tütlys, V. (2008): “Usage Possibilities of EQF in Comparing Sectoral Qualifications within the Construction and Hospitality Sectors in Lithuania, Austria, the Czeh Republic, France and Ireland”, In Vocational Education: Research and Reality, 2008/16 , Profesinio Regimo Centras, Kaunas, pp. 150-167 . Maillard F. and Rose J. (eds.) (2007): “Les diplômes de l’éducation nationale dans l’univers des certifications professionnelles”. Relief 20. Céreq. Marseille (http://www.cereq.fr/pdf/relief20.pd). Markowitsch, J. and Luomi-Messerer, K. (2008): “Development and interpretation of descriptors of the European Qualifications Framework”, in European Journal of Vocational Training, Vol. 42-43, Cedefop, pp. Raffe, D.(2005): “Qualifications Frameworks in Europe: Learning across boundaries”, Report of the Glasgow Conference 22-23 September 2005, University of Edinburgh. (http://ec.europa.eu/education/policies/educ/eqf/glasgow/report.pdf) Winterton, J., Deist, F. and Stringfellow, E. (2006): “Typology of knowledge, skills and competences: Clarification of the concept and prototype”, Cedefop Reference series 64, Luxembourg: Office for Official Publications of the European Communities.

Author Information

M'Hamed Dif

University of Strasbourg (UdS)

BETA/Céreq Alsace

Strasbourg

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