The key requirement of WBL: Qualifications Frameworks

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The key requirement of WBL Qualifications
Framework(s)

• DEWBLAM Conference on
• European Work Based Learning Approaches in Higher
  Education
• Florence Nov. 06

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Bologna Declaration

• ONE major action line and challenge for
• Higher Education
• Life-Long- Learning
• Work-based-learning is one form of LLL

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LLL

• Objectives
• Visualise employability
• Make transparent personal skills and competences
• Record personal development
• Create the awareness and sustain the value of
  being a Citizen of Europe
• Additonal objectives WBL
• Customised learning
• Work-place is a learning space
• Job content is the starting point of curriculum
  and syllabus to achieve defined learning outcomes

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Work-based learning

• Decisive is how the learning has to be structured
  and organised to achieve defined learning
  outcomes
• This will have to be decided individually, taking
  into account
• prior learning of the student,
• his or her present job environment
• So that didactically and methodologically a
  curriculum and syllabus can be designed for one
  or several individuals for whom this fits.

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Work-based learning

• It is not enough to design the individual
  programme
• Evidence must be provided that the learner has
  achieved the learning outcomes
• Adequate forms of assessment have to be foreseen
• Taking the working environment into account may
  lead to innovative forms of assessment

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Work-based learning

• A requirement for the successful implementation
  of worked-based learning is the transparent,
  cohesive and conclusive description of the
  learning outcomes.

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Phase 1 How to get there? Defining the
requirements

• Common ground
• Terminology, the Learning Chain

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Definition

• Life-long-learning
• It comprises all types of learning and training
  inside in any type of institutions, companies or
  outside in the field, í.e. formal, non-formal and
  informal learning (see def. of the Memorandum of
  the EU on LLL)

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Learning Chain
Labour Market
Change of paradigm
Learnig outcomes Subject related -Knowledge
broadening -Knowledge deepening Generic -Knowledge
access and developing
Learners Selection (accumulates credits)
Learning space (Teaching and learning,
Research Learning material, Learning methods...)

Total Quality Management
Labour Market
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Definition

• Learning outcomes
• Statements of what a learner is expected to know,
  understand, and / or be able to do at the end of
  a period of learning

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Phase 2How to get there? Defining the
requirements

• Common ground
• Qualifications Frameworks Bundles of learning
  outcomes to define a qualification

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Qualificationsframework -Referenceframework-
EU-Commission QFW for LLL Brugges- Copenhagen-
Maastricht- Process
Min. of Education Higher Education QFW for
EHEA Bologna-Process
Levels of Qualifications- -Bachelor -Master -Do
ctorat
Levels of Qualifications 1 2 3 4 5 6
7 - 8
Described by bundling learning outcomes
according to the Dublin Descriptors with
Credits
Described by bundling learning
outcomes according to descriptors
Knowledge and understanding
Applying ku
Making judgements
Knowledge Under- standing
Skills
Competences
Communication
Learn to learn
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Onionmodel
EQF
LEARN I N G O U T C Q
NQF
Q RECOGNITION
HQF SQF
FQF BQF
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21 At European level

• 1/ The European Qualifications Framework for
  Higher Education
• The Dublin Descriptors

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Joint Quality Initiative Dublin Descriptors

• Knowledge and understanding
• 1 (Bachelor) is supported by advanced text
  books with some aspects informed by knowledge
  at the forefront of their field of study ...2
  (Master) provides a basis or opportunity
  for originality in developing or applying ideas
  often in a research context ...3 (Doctorate)
  includes a systematic understanding of their
  field of study and mastery of the methods of
  research associated with that field

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Further criteria

• Applying knowledge and understanding
• Making judgements
• Communication
• Learning skills
• http//www.jointquality.org
• See the following slides

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21 At European level

• 2/ Idea of the European Commission within the
  Brugges Copenhagen-Maastricht Process-
• European Qualifications Framework for
  Life-long-learning

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EU-Kommission
Country B
Country A
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Readability horizontal / vertical
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22 At national level

• The German Qualifications Framework for Higher
  Education

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The German Qualifications Framework
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23 At sectoral / discipline level

• 1st Example
• Bachelor in Business and Management
• (national)

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Further Initiatives

• In SOCRATES
• E.g. Project Tuning educational structures in
  Europe (9 disciplines, Europe and beyond)
• In LEONARDO DA VINCI
• E.g. ICT, Chemistry
• New Generation of Programmes
• Most likely many more

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24 At university level

• Example Osnabrueck University of Applied
  Sciences, D

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Learning Outcomes and Levels Bachelor Degree 3
years
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The ability to / is able to work with .
Knowledge and Understanding Knowledge Widening
Level 1
A broad basis of the subject area / of the
disciplines in general
Accounting -describe and explain the role of
accounting as part of the information management
system in an organisation
Knowledge which is embedded in the essential
theories, concepts and principles
An awareness about The developing and Dynamic
type of knowledge and understanding
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Phase 3

• Link with ECTS
• For transfer, accumulation and academic
  recognition

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ECTS - Links

• Workload Learning
• Learning assessed Credits
• Requirement Learning has to be assessed
  (this must be possible)
• Assessability by defining the learning
  outcomes
• Need adequate method of assessment
• Extension (B/C/M) ECVET

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Documents

• Informationpackage / Course Catalogue
• Learning Agreement
• Transcript of Records
• Diploma Supplement
• Extension within Brugges/Copenhagen/Maastricht
• (B/C/M-Process)
• Europass
• CV, Language Pass, Mobility Pass, Certificate
  Supplement, Diploma Supplement

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Lessons learned

• Work hard - Play hard (Ch. Handy)
• Bologna could pave us a way if understood as a
  bottom-up approach
• Thank You for your attention