Dmitrijs Kuļšs &Baiba Ramiņa Republic of Latvia

ICLLL2011: Policies and Implementation & Realising LLL for All

Qualifications Framework in Latvia: from inputs to

outcomes

Content

ICLLL2011: Policies and Implementation & Realising LLL for All

Lifelong learning and qualifications frameworks

European Qualifications framework: process or result?

Latvian qualifications framework: challenges of implementation

Lifelong learning and qualifications frameworks

ICLLL2011: Policies and Implementation & Realising LLL for All

Search for different approach to education (change of paradigm: move from input-based approach to outcomes-based approach)

Emphasis on human capital theoryGlobalization and mobilitySeeking for accountability of learningBlurring barriers between academic and

vocational systemsNeed for clear learning pathwaysValuing non-formal and informal learning

European Qualifications framework: process or result?

ICLLL2011: Policies and Implementation & Realising LLL for All

Voluntary processPromoted by Brussels since 2006Comprehensive and transparent 8-levels

frameworkComparability rather than uniformityPlatform for dialogue rather than technical

toolPlatform for understanding very different

qualifications between the networked nations

European Qualifications framework: process or result? (2)

ICLLL2011: Policies and Implementation & Realising LLL for All

Open for non-formal learning and sectoral qualifications

Agreement on common definition of learning outcomes and introducing them as units of qualifications

Recognition of prior learningConnecting university and non-tertiary

worlds27 states joined; 4 reported by Sept 2011

European Qualifications framework: process or result? (3)

ICLLL2011: Policies and Implementation & Realising LLL for All

Little evidence on efficiency and effectiveness

New rules are built on the runImplementation ranges from ’formal’ to

’comprehensive’ (sometimes reforming) and from ’simple’ to ’very complicated’

124th by land size 141st by population

Latvian qualifications framework: challenges of implementation

Latvian qualifications framework: challenges of implementation (2)

ICLLL2011: Policies and Implementation & Realising LLL for All

Implementation has started in 2008Some vocational qualifications were

already defined since 1999Learning outcomes principle formally

existed in legislation since 1998

Latvian qualifications framework: challenges of implementation (3)

ICLLL2011: Policies and Implementation & Realising LLL for All

Two stage implementation:

First stage 2009-2011definition of NQF levelsdefinition of learning outcomes for NQF levelsstakeholder agreement for legitimising descriptorslinking NQF to EQF

Latvian qualifications framework: challenges of implementation (4)

ICLLL2011: Policies and Implementation & Realising LLL for All

Two stage implementation:

Second stage 2013-2015Developing and adopting actions for reforms

initiated by the first implementation stage, inter alia,reform in vocational education system andreform in higher education system

Latvian qualifications framework: challenges of implementation (5)

ICLLL2011: Policies and Implementation & Realising LLL for All

Challenges:Rejection of international terminologyQuestioning principles behind descriptors of

learning outcomesReferencing results are different to what has

been expectedUnclear proposal for lower two qualification

levelsDifferent descriptor grouping in higher and other

education levelsDiversity of approaches or soft approachExclusion of non-formal learning at this stage

Rejection of international terminology

ICLLL2011: Policies and Implementation & Realising LLL for All

What is competence, competences, competences, and competencies?

Qualification in Latvia is referred for many years exclusively in vocational domain

How to translate ’framework’ so it would keep its original meaning?

Questioning principles behind descriptors of learning outcomes

ICLLL2011: Policies and Implementation & Realising LLL for All

Education system vs. Qualifications framework

why to use qualification frameworkshould non-formal qualifications be includedwhy 8 levelswill this process influence any change for

better

Referencing results are different to what has been expected

ICLLL2011: Policies and Implementation & Realising LLL for All

Fitting into existing levels has been a challengeDomination of opinions vs. arguments (politics vs.

policy)Tendency to raise every possible level (inflation),

even more when see results of some other countriesSame levels in different countries appeared to be

’similar’, ’like’ or even ’almost like’, but not ’the same’ that brings question of comparability

No decision to have unique number of levels reached

Descriptors are similar to EQF descriptors (do we still own our educational systems?)

Unclear proposal for lower two qualification levels

ICLLL2011: Policies and Implementation & Realising LLL for All

Lower levels 1 and 2 were hard to find equivalent qualification in the national system

No good examples from other countries were available

Special needs education was the only to fit by the outcome levels

Criticised by other countries for reserving 1-2 levels for disadvantaged

Different descriptor grouping in higher and other education levels

ICLLL2011: Policies and Implementation & Realising LLL for All

Diversity of approaches or a soft approach

ICLLL2011: Policies and Implementation & Realising LLL for All

Diversity reveals complexity and burdens understanding

Fragile mirror

Exclusion of non-formal learning at this stage

ICLLL2011: Policies and Implementation & Realising LLL for All

Non-formal learning qualifications are not quality assured

Sectoral qualifications has lack of interest or lack of agreement

Some conclusions

ICLLL2011: Policies and Implementation & Realising LLL for All

Introducing of qualifications framework is neither clear, nor simple and fast process

Cautious approach needs to be taken not to break ‘the mirror’

Value of referencing is in the process rather than in the result itself that contradicts the philosophy of the subject to be introduced – learning outcomes principle (outcome-based approach in learning)