The paper's aim is to present a critical review of the current European process of co‐operation in VET with a special view to the European Qualification Framework and its…
The paper's aim is to present a critical review of the current European process of co‐operation in VET with a special view to the European Qualification Framework and its competence orientation.
The approach reviews the official documentation and the consultation process and a contrastive analysis of the state of the art of research and developments in VET.
In order to make European VET a direct contribution to the revised Lisbon agenda, a more concise shared vision with regard to the processes and structures of vocational education might be needed.
It does not seem possible logically and pragmatically to fully abstract from the processes in which competence is acquired and in which it is going to be used.
Research and development activities in the European Union should be integrated towards an agenda that covers structures, conditions and processes of learning for the world of work.
Apart from a few other contributions, critical accounts of current policies and its implications for research and practice are scarce.
This paper aims to explain the distinction between educational standards and learning outcomes and to indicate the problems that potentially arise when a learning outcomes…
This paper aims to explain the distinction between educational standards and learning outcomes and to indicate the problems that potentially arise when a learning outcomes approach is applied to a qualification meta‐framework like the European Qualification Framework, or indeed to national qualification frameworks.
The methods used are documentary, political and conceptual analysis, with some reference to empirical work carried out in relation to other projects.
It is found that there are substantial differences between learning outcomes and standards with large educational and political implications. Furthermore, the “pure” form of learning outcomes approach contains a design flaw, which makes its coherent implementation problematic.
The stimulation of further research on learning outcomes based approaches to qualifications and the problems that arise in their implementation.
The EU needs to think carefully about the fitness for purpose of the current descriptors for EQF and whether or not it is desirable to move away from a pure outcome‐based approach to qualification frameworks and meta‐frameworks.
As far as the authors are aware, this is the first paper to draw attention to this distinction.
The article introduces the concept of the “portability of qualifications” as a framework for discussing the consequences of globalisation for labour markets and for the…
The article introduces the concept of the “portability of qualifications” as a framework for discussing the consequences of globalisation for labour markets and for the systems and agencies of initial and continuous vocational education and training. It defines the concept in relation to terms such as “mobility”, “flexibility”, “core skills” and “key qualifications”. It provides examples from industry and from the craft trades in Europe. It discusses the role of “portability of qualifications” in developing regions through inward investment and the benefits and risks of “portability of qualifications” from the perspective of the company, the individual worker and labour markets of Europe. Finally, it looks at pathways to foster and maintain the portability of qualifications in vocational education and training.