THE EUROPEAN STANDARD FOR QUALITY IN EDUCATION AND PROFFESIONAL TRAINING (original) (raw)

European Initiatives In Quality Management Of Systems For Education And Training

Balkan Region Conference on Engineering and Business Education, 2014

European initiatives on quality education started in higher education and vocational education and training. Objectives: Identification of the main EU initiatives in quality assurance; Analyzing the stage of applying the European Parliament and Council Recommendation on the European constitution European Framework of Reference for Quality Assurance in Education and Training; There were studied the official EU documents and other papers in the subject matter. Intermediate results show: It is necessary to ensure inter-comparability of educational systems, using indicators and through the establishment and adherence to common principles of quality assurance in education. Implications of the European approach is to develop national quality assurance systems.

Quality Assurance Systems in Education and Training in Europe

ACTA Universitatis Cibiniensis, 2014

Member States have a duty to compare and learn more about the national education and professional training. The objectives of this paper were to identify specific characteristics, developments and highlighting key priorities in coordinating the development of specific quality assurance processes in the European Union. The aim of this work was to present the quality assurance systems in vocational education and training systems in the Member States of the European Union. The results were to identify the extent to which national initiatives of EU member States show interest in the quality of education. Data from research can be useful in developing strategic sector development programs, and local schools

European Qualifications Framework: Can It Solve Professional and Vocational Problems and Expectation

& Keywords English: As a result of the comprehensive educational reform initiatives ongoing in Europe recently, many countries are implementing the qualifications frameworks proposed by the Bologna process and the European Commission into their national systems. Turkey, as a participant in the Bologna process and a candidate country of the European Union, has also been striving to develop its own national qualifications framework. The biggest step that has been taken towards developing a comprehensive national qualifications framework so far in Turkey is the establishment of the Vocational Qualifications Authority (VQA) in 2006 with the aim of reconciling the needs of stakeholders and reinforcing the link between education and employability. Since then, VQA has been functioning as a coordination point and regulating body responsible for developing and managing the Turkish Qualifications Framework (TQF) and also the National Vocational Qualifications System (NVQS). On 29 January 2013, the national occupational standards for translators and interpreters also entered into effect after being published in the Official Gazette. In this paper, recent developments, challenges and opportunities brought by the European Qualifications Framework for translator education and translation profession in Turkey are presented, and the effectiveness and applicability of qualifications frameworks are put under scrutiny. 1. Historical background of frameworks With the advent of globalisation competitiveness, economic growth and sustainability have become the main interests of the European community. European nations had no other choice but to lean towards collaboration to respond to the growing demands of the fast-changing world. The knowledge was the prerequisite of social, cultural and economic welfare, and the future of mankind was heavily dependent on the high-quality education that would be provided by the higher education institutions. Therefore, a closer cooperation amongst higher education institutions had to be realised immediately to create an open European area of higher education which would boost the overall development of the continent. To attain this, it was necessary to facilitate recognition and mobility amongst higher education institutions and this could be only achieved through promoting transparent, comparable and understandable degree systems. Upon these core necessities, the idea of developing a framework for teaching and learning to enhance mobility and cooperation emerged within the Bologna process at its rudimentary stage in Sorbonne Declaration in 1998 (Sorbonne Declaration 1998: 1). The first concrete steps were taken one year later, and general objectives to establish European area of higher education were presented with the Bologna Declaration (Bologna Declaration 1999: 3). The Qualifications Framework for the European Higher Education Area (QF-EHEA) was finally released in the Bergen Communiqué in 2005 and it consists of three cycles (bachelor, master, doctorate), with descriptors for each cycle based on the learning outcomes, and the credit ranges for the first and second cycles (Bergen Communiqué 2005: 2).

Pan-European training and networking for education professionals: the Pestalozzi Programme of the Council of Europe

Exedra: Revista Científica, 2010

Over the past decades (since the 80s of the 20th to the first decade of the 21 st century) we have witnessed a strong move towards considering education principally as a technical issue, probably also inspired by the technological revolution during these decades. "How to teach?" became more a question of "How to structure the learning process?" than providing an answer to the more fundamental questions like "What shall the society look like for which we are educating?" or "How does effective learning take place?" Efficiency, benchmarks and a close to obsessional addiction to evaluation have taken up the main space in public debate and in practice. A change of direction in education is needed. This is not new. Change is the only permanent feature. Many have expressed this wisdom in one or the other way. For example Herakleitos of Ephesus 1 "Everything flows, nothing stands still." This doesn't imply that any change is desirable. We need to agree on the direction of change and we need to be active, be the actors of the change we would like to see. So, the first question certainly is the one about direction "Where do we want to go?" The second question will definitely be "How do we best get there?" The Council of Europe proposes a vision of "Sustainable democratic society" based on the principles of democracy, human rights and the rule of law in all the concrete manifestations they may take when applied as underlying guiding values for living together in peace. The Pestalozzi Programme of the Council of Europe adopts and advocates an approach to teaching and training based first and foremost on the conviction that education must mirror the principles and values of the society we want to live in today and we want our children to live in tomorrow. The contents of our teaching and the desired learning outcomes must be in line with what we want to achieve. Most people will agree to this. However, this implies that our pedagogy and the methodology must change too.

European Education Standards and Vocational Education and Training

The Treaty of Lisbon set the framework for a common education policy and defined the developmental strategy of the European Union, setting the focus on the Technical and Vocational Education (VET) as a means of promoting development and employment by 2020. Furthermore, it spotlighted as development instruments i) the creation of a society of knowledge, ii) the use of innovation for growth, iii) social cohesion, facilitating the mobility of teachers and students alike in order to create a single European educational identity. This paper aims to present and assess the European Educational Standards that pertain to the VET and to expand the scientific discussion on future education policy issues, present initial results, which would be of interest to the Balkan education community.

Quality Education and Training for Tomorrow’s Europe

Fabricating Europe

... project will change the relative strength of capital and labour in favour of the former, and will lead to a downward spiralling of wages and social standards as different EU member states attempt to provide the most attractive packages for mobile capital (Haahr, 1992; Christiansen ...