Changing qualifications: a review of qualifications policies and practices
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Luxembourg
Publ. Off. of the Europ. Union
2010
|
| Schriftenreihe: | Cedefop reference series
84 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 263 S. |
| ISBN: | 9789289606752 |
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Titel: Changing qualifications
Autor:
Jahr: 2010
Table of contents
Foreword 1
Acknowledgements 4
Table of contents 5
List of tables and figures 13
Executive summary 14
CHAPTER 1
Introduction to qualifications and qualifications systems 26
1.1. The European policy context 26
1.1.1. Lifelong learning 27
1.1.2. New skills for new jobs 28
1.1.3. Increased focus on qualifications 29
1.2. Qualifications as means for measuring learning 31
1.2.1. Same language, different concepts 33
1.2.2. The notion of validity 35
1.3. The purpose of qualifications 37
1.4. Limits to functions of qualifications 39
1.5. Political interest in qualifications 40
1.6. Theories and practices 41
1.5.1. Main theoretical perspectives 42
1.6.1.1. Human capital theory 43
1.6.1.2. Signalling theory 44
1.6.1.3. Political economy 45
1.6.1.4. Identity theory 45
1.6.1.5. System theory 46
1.7. The report 47
CHAPTER 2
Indications from literature 49
2.1. The scope of the literature and its limits 49
2.2. Drawing on the research perspectives 50
2.3. Pressures for change in education and qualifications 51
2.3.1. Broad economic pressures 52
2.3.2. International pressures 52
2.3.3. Demographic pressures 52
2.3.4. Social and cultural pressures 52
2.3.5. Pressures from learners and recruiters 53
2.3.6. Technological change 53
2.3.7. Commercial pressures 53
2.3.8. Pressures from within qualifications systems 54
2.4. Evidence of change in qualifications systems 55
2.4.1. Modularisation and unitisation 56
2.4.2. Credit systems 57
2.4.2.1. Credit and the validation of non-formal
and informal learning 58
2.4.3. Qualifications frameworks 59
2.4.3.1. Measuring the trend:
stages in the development of NQFs 63
2.4.4. Qualifications as structuring tools 66
2.4.5. Economic performance and qualifications 67
2.4.6. Employment perspectives and functions 68
2.4.7. Recruitment and selection 70
2.4.8. Rising qualifications levels 75
2.4.9. Employability 75
2.4.10. Credentialism 77
2.4.11. Overqualification 78
2.4.12. Social benefits from qualifications 80
2.4.13. Institutions and qualifications:
convergence and divergence 82
2.4.14. Knowledge and skills and the competence approaches 87
2.4.15. National testing arrangements 90
2.5. Summary of evidence 90
CHAPTER 3
Country information 93
3.1. In-depth country reviews 93
3.1.1. Denmark 93
3.1.1.1. Dominant policy positions 95
3.1.1.2. Validating non-formal and informal learning 97
3.1.1.3. Indications of changing functions
of qualifications on the labour market 97
3.1.1.4. Changing roles of competent bodies 99
3.1.1.5. Changing international perspectives on
qualifications 99
3.1.2. France 100
3.1.2.1. Main policies impacting on the qualifications
system 101
3.1.2.2. The changing scope of the validation
of non-formal and informal learning 102
3.1.2.3. Statistics and trends in qualification use 102
3.1.2.4. Indications of changing
purpose/functions of qualifications 103
3.1.2.5. New methodology and organisation for
qualification providers 104
3.1.2.6. Changing international perspectives on
qualifications 105
3.1.2.7. Qualifications trends in France 105
3.1.3. Germany 106
3.1.3.1. The qualifications system 106
3.1.3.2. Policy positions 107
3.1.3.3. Changing design of qualifications/
Qualifications framework 109
3.1.3.4. Trends in purposes/functions 113
3.1.3.5. Changing scope/credit transfer
and recognition of informally acquired
competences 115
3.1.3.6. International perspectives 116
3.1.4. Ireland 118
3.1.4.1. Changes in qualifications
and frameworks design 120
3.1.4.2. Changes for transparency,
comparability and quality assurance 121
3.1.4.3. Changes to improve access,
progression and transfer 123
3.1.4.4. Trends in qualifications 123
3.1.4.5. A more highly qualified workforce 124
3.1.4.6. Changing purposes of qualifications 124
3.1.5. United Kingdom
(England, Wales and Northern Ireland) 126
3.1.6. United Kingdom (Scotland) 128
3.1.6.1. Changes in the design of qualifications and
frameworks 129
3.1.6.2. Trends in the purposes,
functions and use of qualifications 131
3.1.6.3. The changing scope of the validation
of non-formal and informal learning 132
3.1.6.4. Changing international perspectives 133
3.2. Information from other countries 133
3.2.1. Pressures on qualifications systems 134
3.2.1.1. Economy and the labour market 134
3.2.1.2. Social measures 135
3.2.1.3. International pressures 135
3.2.1.4. Education and training 135
3.2.1.5. Lifelong learning policy implementation 136
3.2.2. Qualifications systems: the view of policy-makers 136
3.2.3. Aspects of change 137
3.3. Summary of evidence 139
3.3.1. Higher profile in policy-making 139
3.3.2. Solid changes and stable positions 140
3.3.3. Significant shifts in the role,
form and functioning of VET qualifications 141
3.3.4. Making people more employable 141
3.3.5. More permeable institutional interfaces 141
3.3.6. More transparent and coherent sets
of qualifications 141
3.3.7. Broader forms of assessment, validation
and certification 142
3.3.8. Greater focus on standards 142
3.3.9. Creating conditions for better quality learning 142
3.3.10. Introducing flexibility 142
3.3.11. Responding to international activities 143
CHAPTER 4
Cedefop research studies 144
4.1. The range of studies 144
4.2. The dynamics of qualifications: defining and renewing
occupational and educational standards 146
4.2.1. Two main types of standards 146
4.2.2. Standards and assessment methods 147
4.2.3. The trend towards occupational standards 147
4.2.4. Social partner engagement 148
4.2.5. Responsiveness to the labour market 148
4.2.6. Modularisation 149
4.2.7. Ways of defining qualification standards 149
4.2.8. Changing qualifications issues 149
4.3. Linking credit systems and qualifications frameworks:
an international comparative analysis 150
4.3.1. What does 'credit' mean? 150
4.3.2. Potential benefits from combining qualifications
frameworks with credit arrangements 151
4.3.3. Making systems more open and flexible 151
4.3.4. Influencing qualifications design 152
4.3.5. Supporting transfer, accumulation and progression 152
4.3.6. Integration of NQFs and credit arrangements 153
4.3.7. Governance 153
4.3.8. Changing qualifications issues 154
4.4. Sectoral qualifications and how
they are evolving in relation to the EQF 155
4.4.1. Research questions and objectives 155
4.4.2. Diverse practice that the EQF might support 155
4.4.3. Referencing to the EQF through NQFs 156
4.4.4. Sectoral frameworks 156
4.4.5. Concerns of national authorities 157
4.4.6. Changing qualifications issues 157
4.5. Regular surveys of NQF development 158
4.5.1. NQFs with a lifelong learning perspective 158
4.5.2. NQFs at different stages 159
4.5.3. Changing qualifications issues 160
4.6. The relationship between quality assurance
and certification of VET 160
4.6.1. Actors in the quality processes 161
4.6.2. From implicit to explicit standards 163
4.6.3. National qualifications frameworks as an organiser 164
4.6.4. The trend to regulation of quality assurance 164
4.6.5. Changing qualifications issues 165
4.7. The shift to learning outcomes:
policies and practice in Europe 165
4.7.1. Moving towards practice 166
4.7.1.1. General education 166
4.7.1.2. Vocational education and training 167
4.7.1.3. Post-compulsory general education 167
4.7.1.4. Higher education 167
4.7.2. A tit-tor-purpose tool 167
4.7.3. A range of applications 168
4.7.4. Changing qualifications issues 168
4.8. Learning outcomes approaches in VET curricula:
a comparative analysis of nine European countries 169
4.8.1. VET curriculum reform 170
4.8.2. A broadening concept 170
4.8.3. A diversity of teaching methods 170
4.8.4. Competence and professional profiles 171
4.8.5. The shift towards learning outcomes 171
4.8.6. More work-based learning 172
4.8.7. European influences
are shaping curriculum reforms 172
4.8.8. Flexibility and transparency 172
4.8.9. Changing governance 173
4.8.10. Changing qualifications issues 174
4.9. Future skill supply in Europe:
medium-term forecast up to 2020 175
4.9.1. Age-related patterns 175
4.9.2. Changing qualifications issues 176
4.10. Summary of evidence 176
4.10.1. Ideas for further research 180
CHAPTER 5
Changes in qualifications and qualifications systems 181
5.1. Qualifications systems, qualifications and change 181
5.2. Typologies of change 183
5.2.1. Categories of change 184
5.2.2. Depth of change 184
5.3. Change in conceptions of qualification 186
5.3.1. The meaning of qualification 186
5.4. Pressures for change 188
5.4.1. Drivers at the national level 188
5.4.1.1. Economic drivers 189
5.4.1.2. Social, cultural
and demographic pressures 189
5.4.1.3. Technical pressures 190
5.4.1.4. Regulation of labour market entry 190
5.4.1.5. More diverse use of qualifications data 190
5.4.2. International drivers 191
5.4.3. How do policy-makers see qualifications systems? 192
5.5. Change to the purposes and functions of qualifications 193
5.5.1. Current purposes and functions 194
5.5.1.1. Documentation of outcomes 194
5.5.1.2. Capacity-building effects
(professions/labour market function) 194
5.5.1.3. Learner-related effects 194
5.5.1.4. Systems development and management 195
5.5.1.5. Improvement strategy 195
5.5.1.6. Other more general effects 196
5.5.2. A typology for purposes and functions
of qualifications 196
5.5.3. Main changes to purposes and functions
of qualifications 201
5.5.4. Discussion 202
5.5.4.1. From the perspective of an individual 202
5.5.4.2. Qualifications as a bridge
between education and work 202
5.5.4.3. Qualifications in recruitment and selection 203
5.5.4.4. Management and monitoring
of education and training 207
5.5.4.5. Regulation and quality assurance
of qualifications 207
5.5.4.6. International functions 208
5.6. Change in the qualification process 210
5.6.1. The use of explicit standards 210
5.6.2. Modularisation and credit 212
5.6.3. Arrangements for validating
non-formal and informal learning 213
5.6.4. Management of the process of qualification 213
5.7. Change in qualifications systems
supporting lifelong learning 214
5.7.1. More people are more qualified 215
5.7.2. Transparency 215
5.7.3. The trend towards more flexible systems 217
5.7.3.1. Recognising modules and shorter programmes 217
5.7.3.2. Merging of formal, non-formal
and informal means of validation 218
5.7.3.3. Increasing permeability 218
5.7.4. In conclusion 219
CHAPTER 6
Changing qualifications:
the future and implications for policy-makers 221
6.1. Introduction 221
6.2. Résumé of changes to qualifications systems 222
6.3. Scenarios for the development of qualifications 226
6.3.1. The flexible and nimble/solid
and coherent continuum 226
6.3.2. The supply-led/demand-driven continuum 227
6.4. Policy implications 230
6.5. Implications 235
CHAPTER 7
Changing qualifications: synopsis and implications 237
List of abbreviations
Bibliography
244
247 |
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| spelling | Changing qualifications a review of qualifications policies and practices Cedefop Luxembourg Publ. Off. of the Europ. Union 2010 263 S. txt rdacontent n rdamedia nc rdacarrier Cedefop reference series 84 Europäische Union (DE-588)5098525-5 gnd rswk-swf Arbeitsmarkt (DE-588)4002733-8 gnd rswk-swf Qualifikationsanforderung (DE-588)4176581-3 gnd rswk-swf Bildungspolitik (DE-588)4006667-8 gnd rswk-swf Europäische Union (DE-588)5098525-5 b Bildungspolitik (DE-588)4006667-8 s Arbeitsmarkt (DE-588)4002733-8 s Qualifikationsanforderung (DE-588)4176581-3 s DE-188 European Centre for the Development of Vocational Training Sonstige (DE-588)2116941-X oth Erscheint auch als Online-Ausgabe 10.2801/37095 Cedefop reference series 84 (DE-604)BV013847647 84 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022488033&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Changing qualifications a review of qualifications policies and practices Cedefop reference series Europäische Union (DE-588)5098525-5 gnd Arbeitsmarkt (DE-588)4002733-8 gnd Qualifikationsanforderung (DE-588)4176581-3 gnd Bildungspolitik (DE-588)4006667-8 gnd |
| subject_GND | (DE-588)5098525-5 (DE-588)4002733-8 (DE-588)4176581-3 (DE-588)4006667-8 |
| title | Changing qualifications a review of qualifications policies and practices |
| title_auth | Changing qualifications a review of qualifications policies and practices |
| title_exact_search | Changing qualifications a review of qualifications policies and practices |
| title_full | Changing qualifications a review of qualifications policies and practices Cedefop |
| title_fullStr | Changing qualifications a review of qualifications policies and practices Cedefop |
| title_full_unstemmed | Changing qualifications a review of qualifications policies and practices Cedefop |
| title_short | Changing qualifications |
| title_sort | changing qualifications a review of qualifications policies and practices |
| title_sub | a review of qualifications policies and practices |
| topic | Europäische Union (DE-588)5098525-5 gnd Arbeitsmarkt (DE-588)4002733-8 gnd Qualifikationsanforderung (DE-588)4176581-3 gnd Bildungspolitik (DE-588)4006667-8 gnd |
| topic_facet | Europäische Union Arbeitsmarkt Qualifikationsanforderung Bildungspolitik |
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