Abstract

The introduction of the European Qualification Framework (EQF) in 2006 and preparations for the implementation of the ECVET initiative in the near future bring in their train questions concerning the compatibility and prospects of convergence of European VET systems. Of fundamental importance is the possibility of mutual understanding of key terminology relating to education, knowledge, skill, competence and labour, given the very different VET systems in place. Where there is considerable national divergence in practice and consequently in linguistic usage and in the evolution of these key concepts in different countries, possibilities for misunderstanding can arise. Perhaps more fundamentally, attempts to resolve such misunderstandings may lead to unintentional convergences with profound political, social and economic consequences within the partner countries. It would not be an exaggeration to describe the work of translating the EQF specifications into the languages of the partner countries as more of a political than a technical undertaking because of the implications in practice of particular terminological choices.

This symposium reports the ongoing work of a project funded by the Nuffield Foundation which focuses particularly on the cross-national equivalence of vocational skills and qualifications and the possibility of developing trans-national categories. It thus highlights the conceptual and linguistic issues posed by the integration of European VE qualifications in general and the implementation of the EQF in particular. It also helps to provide an international dimension to the on-going review of 14-19 education in Britain, also supported by the Nuffield Foundation. The project, involving the UK and partners from the Netherlands, France and Germany, aims to describe the key characteristics of VET systems in each of these countries using a seven dimensional conceptual framework which includes the categories of education, knowledge, competence, qualification, use of labour, exchange of labour and governance, all key terms in the implementation of VET both nationally and at European level. We have produced 'quick scans' of the key characteristics of the VET systems of these countries and are in the process of carrying out interviews with leading organisations, including employers' associations, regulating authorities and trade unions, in four sectors and four occupations - Construction (masonry), Health (nursing), ICT (software engineering) and Transport (large goods vehicle driving) - for each of which the mobility of labour, and hence recognition of skills and qualifications, is important.

Each occupation is being investigated within our framework to determine similarities and differences in their approaches, both between occupations and between countries. We will then carry our investigation into selected enterprises that employ these occupations within the partner countries. Our aim is to provide an overview and comparison of differences in the practices and conceptual bases of the VET systems in each country and to present the preliminary results of our interviews with employer organisations, regulating authorities and unions at national and, where possible, at EU level. We will describe and analyse emerging themes from the study and assess, more generally, the obstacles to and possibilities for establishing cross-national equivalence of vocational skills and qualifications.

We will first of all give an overview of the project. This will be led by the co-directors, Linda Clarke and Chris Winch. Lead partners from each of the participating countries will introduce the findings from their own countries: Georg Hanf from Germany, Anneke Westerhuis from the Netherlands, Philippe Méhaut from France and Michaela Brockmann from England. This will be followed by a synthesis and comparison of the different countries and proposals for trans-national categories of analysis, presented by Michaela Brockmann, Linda Clarke, and Chris Winch. Formal commentaries on the theme are also invited.

Paper 1: England - Michaela Brockmann

England has been a pioneer in Europe of outcomes-based qualifications, the approach adopted by the European Qualifications Framework. The introduction of National Vocational Qualifications (NVQs) constituted a paradigm shift from a dual system linked to a curriculum to a system based on prescribed outcomes, or competencies, which are assessed in terms of performance of skills in the workplace.

Vocational courses can be seen to originate in the craft-based model where a narrow range of skills is learnt on the job with one specific employer, and with little theoretical underpinning. NVQs in particular have been criticised for the lack of theoretical knowledge, their neglect of general education, and the fragmentation of skills, standing in stark contrast to more holistic continental approaches, such as the German notion of Beruf.

While there are important variations across the four occupations, our research findings appear to confirm the prevalence of a functional-behaviourist competence based approach.

Paper 2: France - Philippe Mehaut

France has moved from an educational conception of vocational education and training to a conception based on outcomes, i.e. competency based. Most of the vocational diplomas are now built on this basis. However, as the main tracks of vocational education and training are integrated within the whole education system, the parity of esteem remains a political goal, and while a student must be allowed to choose at any time between various tracks, the structure of the vocational courses looks more like the Dutch case than the English or German ones. A wider conception of individual development as well as of the employment target is the rule.

Nevertheless, a tension always exists between the short term and narrow needs of the labour market and the more global and long term perspective of the educational system. This tension is also seen between teachers and other stakeholders within the system.

In our four occupations, we found empirical evidence of these tensions. Moreover, these tensions are also forecast for the relationship between the French qualification framework and the EU one.

Paper 3: Germany - Georg Hanf

The German dual system of VET, which still attracts more than half of all school leavers, combines a strong input and process orientation with outcomes, i.e. occupational standards determining the external exams. The European Qualifications Framework has attracted great attention from an early stage because its clear outcomes-orientation is first and foremost seen as an opportunity to classify German qualifications more adequately than in international classifications based on types and times of education. On the other hand, an outcomes orientation offers opportunities for easier access and progression between otherwise rather rigidly segmented individual qualifications and subsystems of qualifications.

The leading concept of German VET is Handlungskompetenz in a broad occupational field (Beruf). VET courses are aiming at qualifications for occupational labour markets. Comprehensive/complete qualifications are acquired according to occupational standards of a sector; they have to be learned in integrated complex work processes. They include cross-occupational competences through general education.

Paper 4: The Netherlands - Anneke Westerhuis

The Netherlands have tried to amalgamate the Anglo-Saxon outcome-based approach and the traditional curriculum/process based approach in the design of VET.

The introduction of the 1996 Qualification framework in VET marked this shift. One of the major arguments was to open up VET to the possibilities and learning wishes of its students; 'maatwerk': made-to-measure'. A fixation on outcomes creates possibilities for students to design their own learning tracks and hence, 'ownership'.

The unlinking of outcomes and process resulted in a new construction principle in Dutch VET. A VET course is the outcome of a negotiation process involving the school (teachers), the local industry (on an individual or a consensus principle) and the student. Although formally a course is still made to measure, the student has the weakest position in this process.

Another consequence of this pragmatic approach is that the construction of courses is not inspired by or assessed against general or holistic concepts like a Beruf' or a coherent pedagogical or didactic ('work based learning') theory.

Paper 5: Synthesis - Michaela Brockmann, Linda Clarke, Chris Winch

This paper outlines the project framework, built around the categories of education, qualification, knowledge, competence, use and exchange of labour, and governance. Differences - both conceptual and in their practical application - in each of these dimensions are compared between our four countries (England, France, Germany and the Netherlands), with special reference to four sectors (construction, ICT, logistics and health) and occupations (bricklayer/mason, software engineer, large vehicle driver and nurse). Particular focus is on the importance attached to each dimension both within the VET system and at the levels of society, firm and workplace.

The analysis shows how particular qualifications attached to each occupation are embedded and the depth of knowledge, combination of mental and physical abilities, scope of activities and social status which each implies. The significance of the differences observed for the European Qualifications Framework is assessed and categories proposed capable of transcending these and of acting as a reference point.

Methodology

A conceptual framework was developed describing VET on seven dimensions (education, knowledge, competence, qualification, use of labour, exchange of labour, and governance) and mapping the key concepts and their meanings in each national system. The framework served to guide both the data collection and analysis. The study comprises a literature review, semi-structured interviews carried out with key players in each country, both at macro-level (employers' association, regulating authorities, and trade unions) and at micro-level (selected employers). The aim of the research was to test the validity and applicability of the framework and thus to explore the meanings and understandings of the concepts in the four countries.

Conclusions or expected outcomes or findings:

Initial findings confirm that there are important differences in the understandings and practical application of key concepts, both nationally between different stakeholders, and cross-nationally between the different VET systems of the four countries. These differences are likely to pose difficulties in the application of the EQF and obstacles to the aim of establishing equivalence.

References:

• Clarke, L. & Winch, C. (2006) 'A European skills framework? - but what are skills? Anglo-Saxon versus German concepts', Journal of Education and Work, 19, 3: 255-269
• Clarke, L. and Winch, C. (eds) (2007 forthcoming) Vocational Education in International Context: philosophical and historical dimension, London: Routledge
• Commission of the European Communities (2006) Proposal for a Recommendation of the European Parliament and of the Council on the Establishment of the European Qualifications Framework for lifelong learning, Brussels

Full Papers:

[Word version - full paper] Cross-National Equivalence of Vocational Qualification and Skills

Preview Info - Michaela Brockmann.doc - 44.00 Kb

- D R A F T - ECER VETNET SYMPOSIUM, GHENT 2007 Michaela Brockmann, University of Westminster Linda Clarke, University of Westminster Georg Hanf, BIBB Philippe Méhaut, Université de Provence Aix-Marseille Anneke Westerhuis, CINOP Christopher Winch, King’s College London

[PowerPoint version - slides] (cross-national overvew) Knowledge, Skills, Competence - European divergences in VET: the French, German, Dutch and English cases

Preview Info - ECER presentation cross-national.ppt - 101.50 Kb

Michaela Brockmann, University of Westminster; Linda Clarke, University of Westminster;Christopher Winch, Kings College London...with Georg Hanf, BIBB, Germany; Philippe Méhaut, Lest-UMR,France; Anneke Westerhuis, CINOP, the Netherlands; September 2007

[PowerPoint version - slides] European divergences in VET: the case of England

Preview Info - ECER presentation England.ppt - 82.50 Kb

Michaela Brockmann University of Westminster, ENGLAND

[PowerPoint version - slides] European divergences in VET: the German case

Preview Info - ECER presentation Germany.ppt - 655.00 Kb

Georg Hanf; Bundesinstitut für Berufsbildung

[PowerPoint version - slides] European divergences in VET: The meaning of core EQF concepts in the Netherlands

Preview Info - ECER presentation Netherlands.ppt - 63.50 Kb

Anneke Westerhuis, CINOP, THE NETHERLANDS