Georg Hanf - Academia.edu (original) (raw)

Papers by Georg Hanf

In the debate on the draft European Qualifications Framework and the possible development of a Ge... more In the debate on the draft European Qualifications Framework and the possible development of a German Qualifications Framework (GQF) great interest is being shown in Germany in a qualifications framework that promises transparency and permeability and is based on competences. There has also been opposition on the basis of the fundamental principles of the German system, which has had an impact on some public statements about the EQF. The aim is to create a GQF that can be linked to the EQF, and which covers all areas of education and is geared to practical vocational capacities. The design and implementation of such a tool raises several questions. Are the vocational principle and the acquisition of practical capacities compatible with a qualifications framework based on learning outcomes? What rules should be applied to standard-based certification of learning outcomes obtained non-formally and informally? How can credits function as a precondition for procedures for the transfer, recognition and accumulation of competences acquired? Finally, what consequences ensue for quality assurance in education and training provision?

Der Beitrag untersucht Genese und Struktur von Qualifikationsrahmen in England, Schottland und Ir... more Der Beitrag untersucht Genese und Struktur von Qualifikationsrahmen in England, Schottland und Irland, vergleicht diese miteinander und schließt mit Hinweisen, die für die Entwicklung in Deutschland zu bedenken wären. Mit den beschriebenen Qualifikationsrahmen, die auch als Wegbereiter des EQF gelten, wurden Bildungssektoren besser verbunden. Der anerkannte Nutzen liegt in der Transparenz von Qualifikationen und potenziellen Bildungswegen. Positive Effekte sind bei der konsistenteren Gestaltung der Curricula erkennbar. Der Rahmen dient auch als Steuerungsinstrument für die Weiterbildungsförderung. Der Beitrag beruht auf Erkenntnissen eines Forschungsprojekts des Bundesinstituts für Berufsbildung. eines NQF terminiert wird. Die stärkste Versäulung zeigt der englische Rahmen (akademisch/nichtakademisch). Der irische Rahmen erscheint als integriert; allerdings enden die Qualifikationen der Further Education unterhalb der akademischen degrees. Der schottische Rahmen erscheint am stärkst...

For the free movement of labour across the European Union, establishing transparency and comparab... more For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital. This book examines how qualifications, knowledge, skills and competences are understood in different national contexts and trans-nationally and reveals a complex picture of differences and similarities both within and between countries. Against the background of [European Union] EU policy initiatives, and in particular the European Qualifications Framework, an important focus is on the prospects and difficulties of establishing cross-national recognition of qualifications. The book draws on case studies of particular sectors and occupations in England, France, Germany and the Netherlands.

En Alemania existe un gran interés, dentro del debate sobre el proyecto de un Marco Europeo de Cu... more En Alemania existe un gran interés, dentro del debate sobre el proyecto de un Marco Europeo de Cualificaciones y de la posible elaboración de un Marco Alemán de Cualificaciones (MAC), por establecer un marco de cualificaciones que prometa transparencia y permeabilidad, y se base en las competencias. Al mismo tiempo, en los principios fundamentales del sistema alemán existen resistencias muy arraigadas que se reflejan entre otras cosas en algunos dictámenes sobre el MEC. Lo que se pretende es un MAC que pueda conectarse al marco europeo y que abarque todos los sectores de la formación y se base en la capacidades profesionales de actuación. A este respecto se plantea una serie de cuestiones sobre el diseño y la operatividad de dicho instrumento. ¿Es el principio profesional y la adquisición de competencias de actuación compatibles con un marco de cualificaciones basado en los resultados del aprendizaje? ¿Qué normas deben aplicarse para una certificación normalizada de los resultados del aprendizaje adquiridos a través de canales no formales e informales? ¿Qué función pueden asumir los créditos como requisito para el procedimiento de transferencia, reconocimiento o acreditación de las competencias adquiridas? Y por último, ¿qué consecuencias tiene el aseguramiento de la calidad para las ofertas educativas y de formación?

This policy report forms part of the Cedefop ReferNet 2008 work program. It provides information ... more This policy report forms part of the Cedefop ReferNet 2008 work program. It provides information on Germany's progress in vocational education and training (VET) towards European Union (EU) policy goals within the framework of the Copenhagen process and according to the policy priorities defined in the Maastricht Communique (2004) and the Helsinki Communique (2006). The introductory chapter of this report deals with socio-economic aspects and aspects of labour market relevance, the background of which aims to enhance understanding of national policy design. The main section of the report is divided into the following seven policy areas identified by education ministers as priorities for national policy design in the VET sector: (1) Improving access to and equity in VET; (2) Lifelong learning through VET; (3) Improving quality of VET; (4) Strengthening the links between VET and the labour market; (5) Governance and funding; (6) EU tools and geographic mobility within VET; and (7) Development of VET statistics. The final chapter provides an outlook of possible educational policy priorities after 2010, when the Lisbon process will be completed.

Bildung und Erziehung, 2010

The European discourse has instigated the development of a German Qualifications Framework (DQR).... more The European discourse has instigated the development of a German Qualifications Framework (DQR). Whilst this critical endeavour was received with some scepticism by parts of the public it became clear that for other groups it incorporates great expectations. Interestingly, the stakeholders which are most committed to the DQR development are the employers with a strong influence on the qualifications system and the "disadvantaged" i.e. those excluded from the formal system. The article starts with reviewing the context, concepts and processes for implementig the EQF which is seen as a manifestation of implementing New Public Management in education and training. It then takes a closer look at the development of the DQR and the different interests at stake. Finally, it concludes by deliberating on whether Germany will opt for a framework serving communication purposes only or whether the framework will be part of a wider reform agenda.

In the debate on the draft European Qualifications Framework and the possible development of a Ge... more In the debate on the draft European Qualifications Framework and the possible development of a German Qualifications Framework (GQF) great interest is being shown in Germany in a qualifications framework that promises transparency and permeability and is based on competences. There has also been opposition on the basis of the fundamental principles of the German system, which has had an impact on some public statements about the EQF. The aim is to create a GQF that can be linked to the EQF, and which covers all areas of education and is geared to practical vocational capacities. The design and implementation of such a tool raises several questions. Are the vocational principle and the acquisition of practical capacities compatible with a qualifications framework based on learning outcomes? What rules should be applied to standard-based certification of learning outcomes obtained non-formally and informally? How can credits function as a precondition for procedures for the transfer, recognition and accumulation of competences acquired? Finally, what consequences ensue for quality assurance in education and training provision?

Chef de l'unité Internationales Monitoring und Benchmarking / Europäische Berufsbildungspolitik (... more Chef de l'unité Internationales Monitoring und Benchmarking / Europäische Berufsbildungspolitik (Surveillance et recherche comparative internationales / politique européenne en matière de formation professionnelle) au sein du Bundesinstitut für Berufsbildung [Institut fédéral pour la formation professionnelle (BIBB)] Volker Rein Collaborateur scientifique au sein des unités Internationales Monitoring und Benchmarking / Europäische Berufsbildungspolitik (Surveillance et recherche comparative internationales / politique européenne en matière de formation professionnelle) et Ordnung der Berufsbildung (Structures de la FEP) au sein du Bundesinstitut für Berufsbildung [Institut fédéral pour la formation professionnelle (BIBB)] RÉSUMÉ Les débats sur le projet d'un CEC et sur l'élaboration éventuelle d'un cadre national des certifications (CNC) témoignent de l'intérêt que l'Allemagne porte à la mise au point d'un instrument qui apporterait un surcroît de transparence, de perméabilité et une meilleure orientation en fonction des compétences. Parallèlement, toutefois, certains avis donnés sur le projet CEC traduisent également des réticences solidement enracinées dans les principes fondamentaux du système allemand. Les efforts entrepris visent à l'élaboration d'un CNC orienté vers les capacités professionnelles actives, intégrable à l'échelon européen et couvrant tous les secteurs éducatifs. Dans ce contexte, toute une série de questions se posent quant à la conception et la concrétisation opérationnelle d'un tel instrument, par exemple: le principe du métier (Berufsprinzip) et l'acquisition de compétences d'action sont-ils compatibles avec un cadre de qualifications basé sur les acquis d'apprentissage? Quelles règles appliquer pour une certification normalisée des acquis d'apprentissage formel et informel? Quelle peut être la fonction des unités capitalisables en tant que condition de la procédure de transfert, de reconnaissance ou de validation des compétences acquises? Et enfin, quels seront les effets de cet instrument sur l'assurance qualité des offres de formation et d'apprentissage? Mots clés Competence, comparability of qualifications, employability, Germany, lifelong learning, training system Compétence, comparabilité des qualifications, employabilité, Allemagne, éducation et formation tout au long de la vie, système de formation professionnelle.

Abstract: For the free movement of labour across the European Union, establishing transparency an... more Abstract: For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital. This book examines how qualifications, knowledge, skills and competences are understood in ...

International Approaches, Developments and Systems, 2007

In the debate on the draft European Qualifications Framework and the possible development of a Ge... more In the debate on the draft European Qualifications Framework and the possible development of a German Qualifications Framework (GQF) great interest is being shown in Germany in a qualifications framework that promises transparency and permeability and is based on competences. There has also been opposition on the basis of the fundamental principles of the German system, which has had an impact on some public statements about the EQF. The aim is to create a GQF that can be linked to the EQF, and which covers all areas of education and is geared to practical vocational capacities. The design and implementation of such a tool raises several questions. Are the vocational principle and the acquisition of practical capacities compatible with a qualifications framework based on learning outcomes? What rules should be applied to standard-based certification of learning outcomes obtained non-formally and informally? How can credits function as a precondition for procedures for the transfer, recognition and accumulation of competences acquired? Finally, what consequences ensue for quality assurance in education and training provision?

Der Beitrag untersucht Genese und Struktur von Qualifikationsrahmen in England, Schottland und Ir... more Der Beitrag untersucht Genese und Struktur von Qualifikationsrahmen in England, Schottland und Irland, vergleicht diese miteinander und schließt mit Hinweisen, die für die Entwicklung in Deutschland zu bedenken wären. Mit den beschriebenen Qualifikationsrahmen, die auch als Wegbereiter des EQF gelten, wurden Bildungssektoren besser verbunden. Der anerkannte Nutzen liegt in der Transparenz von Qualifikationen und potenziellen Bildungswegen. Positive Effekte sind bei der konsistenteren Gestaltung der Curricula erkennbar. Der Rahmen dient auch als Steuerungsinstrument für die Weiterbildungsförderung. Der Beitrag beruht auf Erkenntnissen eines Forschungsprojekts des Bundesinstituts für Berufsbildung. eines NQF terminiert wird. Die stärkste Versäulung zeigt der englische Rahmen (akademisch/nichtakademisch). Der irische Rahmen erscheint als integriert; allerdings enden die Qualifikationen der Further Education unterhalb der akademischen degrees. Der schottische Rahmen erscheint am stärkst...

For the free movement of labour across the European Union, establishing transparency and comparab... more For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital. This book examines how qualifications, knowledge, skills and competences are understood in different national contexts and trans-nationally and reveals a complex picture of differences and similarities both within and between countries. Against the background of [European Union] EU policy initiatives, and in particular the European Qualifications Framework, an important focus is on the prospects and difficulties of establishing cross-national recognition of qualifications. The book draws on case studies of particular sectors and occupations in England, France, Germany and the Netherlands.

En Alemania existe un gran interés, dentro del debate sobre el proyecto de un Marco Europeo de Cu... more En Alemania existe un gran interés, dentro del debate sobre el proyecto de un Marco Europeo de Cualificaciones y de la posible elaboración de un Marco Alemán de Cualificaciones (MAC), por establecer un marco de cualificaciones que prometa transparencia y permeabilidad, y se base en las competencias. Al mismo tiempo, en los principios fundamentales del sistema alemán existen resistencias muy arraigadas que se reflejan entre otras cosas en algunos dictámenes sobre el MEC. Lo que se pretende es un MAC que pueda conectarse al marco europeo y que abarque todos los sectores de la formación y se base en la capacidades profesionales de actuación. A este respecto se plantea una serie de cuestiones sobre el diseño y la operatividad de dicho instrumento. ¿Es el principio profesional y la adquisición de competencias de actuación compatibles con un marco de cualificaciones basado en los resultados del aprendizaje? ¿Qué normas deben aplicarse para una certificación normalizada de los resultados del aprendizaje adquiridos a través de canales no formales e informales? ¿Qué función pueden asumir los créditos como requisito para el procedimiento de transferencia, reconocimiento o acreditación de las competencias adquiridas? Y por último, ¿qué consecuencias tiene el aseguramiento de la calidad para las ofertas educativas y de formación?

This policy report forms part of the Cedefop ReferNet 2008 work program. It provides information ... more This policy report forms part of the Cedefop ReferNet 2008 work program. It provides information on Germany's progress in vocational education and training (VET) towards European Union (EU) policy goals within the framework of the Copenhagen process and according to the policy priorities defined in the Maastricht Communique (2004) and the Helsinki Communique (2006). The introductory chapter of this report deals with socio-economic aspects and aspects of labour market relevance, the background of which aims to enhance understanding of national policy design. The main section of the report is divided into the following seven policy areas identified by education ministers as priorities for national policy design in the VET sector: (1) Improving access to and equity in VET; (2) Lifelong learning through VET; (3) Improving quality of VET; (4) Strengthening the links between VET and the labour market; (5) Governance and funding; (6) EU tools and geographic mobility within VET; and (7) Development of VET statistics. The final chapter provides an outlook of possible educational policy priorities after 2010, when the Lisbon process will be completed.

Bildung und Erziehung, 2010

The European discourse has instigated the development of a German Qualifications Framework (DQR).... more The European discourse has instigated the development of a German Qualifications Framework (DQR). Whilst this critical endeavour was received with some scepticism by parts of the public it became clear that for other groups it incorporates great expectations. Interestingly, the stakeholders which are most committed to the DQR development are the employers with a strong influence on the qualifications system and the "disadvantaged" i.e. those excluded from the formal system. The article starts with reviewing the context, concepts and processes for implementig the EQF which is seen as a manifestation of implementing New Public Management in education and training. It then takes a closer look at the development of the DQR and the different interests at stake. Finally, it concludes by deliberating on whether Germany will opt for a framework serving communication purposes only or whether the framework will be part of a wider reform agenda.

In the debate on the draft European Qualifications Framework and the possible development of a Ge... more In the debate on the draft European Qualifications Framework and the possible development of a German Qualifications Framework (GQF) great interest is being shown in Germany in a qualifications framework that promises transparency and permeability and is based on competences. There has also been opposition on the basis of the fundamental principles of the German system, which has had an impact on some public statements about the EQF. The aim is to create a GQF that can be linked to the EQF, and which covers all areas of education and is geared to practical vocational capacities. The design and implementation of such a tool raises several questions. Are the vocational principle and the acquisition of practical capacities compatible with a qualifications framework based on learning outcomes? What rules should be applied to standard-based certification of learning outcomes obtained non-formally and informally? How can credits function as a precondition for procedures for the transfer, recognition and accumulation of competences acquired? Finally, what consequences ensue for quality assurance in education and training provision?

Chef de l'unité Internationales Monitoring und Benchmarking / Europäische Berufsbildungspolitik (... more Chef de l'unité Internationales Monitoring und Benchmarking / Europäische Berufsbildungspolitik (Surveillance et recherche comparative internationales / politique européenne en matière de formation professionnelle) au sein du Bundesinstitut für Berufsbildung [Institut fédéral pour la formation professionnelle (BIBB)] Volker Rein Collaborateur scientifique au sein des unités Internationales Monitoring und Benchmarking / Europäische Berufsbildungspolitik (Surveillance et recherche comparative internationales / politique européenne en matière de formation professionnelle) et Ordnung der Berufsbildung (Structures de la FEP) au sein du Bundesinstitut für Berufsbildung [Institut fédéral pour la formation professionnelle (BIBB)] RÉSUMÉ Les débats sur le projet d'un CEC et sur l'élaboration éventuelle d'un cadre national des certifications (CNC) témoignent de l'intérêt que l'Allemagne porte à la mise au point d'un instrument qui apporterait un surcroît de transparence, de perméabilité et une meilleure orientation en fonction des compétences. Parallèlement, toutefois, certains avis donnés sur le projet CEC traduisent également des réticences solidement enracinées dans les principes fondamentaux du système allemand. Les efforts entrepris visent à l'élaboration d'un CNC orienté vers les capacités professionnelles actives, intégrable à l'échelon européen et couvrant tous les secteurs éducatifs. Dans ce contexte, toute une série de questions se posent quant à la conception et la concrétisation opérationnelle d'un tel instrument, par exemple: le principe du métier (Berufsprinzip) et l'acquisition de compétences d'action sont-ils compatibles avec un cadre de qualifications basé sur les acquis d'apprentissage? Quelles règles appliquer pour une certification normalisée des acquis d'apprentissage formel et informel? Quelle peut être la fonction des unités capitalisables en tant que condition de la procédure de transfert, de reconnaissance ou de validation des compétences acquises? Et enfin, quels seront les effets de cet instrument sur l'assurance qualité des offres de formation et d'apprentissage? Mots clés Competence, comparability of qualifications, employability, Germany, lifelong learning, training system Compétence, comparabilité des qualifications, employabilité, Allemagne, éducation et formation tout au long de la vie, système de formation professionnelle.

Abstract: For the free movement of labour across the European Union, establishing transparency an... more Abstract: For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital. This book examines how qualifications, knowledge, skills and competences are understood in ...

International Approaches, Developments and Systems, 2007