v/ Gustav E. Karlsen Høgskolen i Sør-Trøndelag

Transcription

1 The Vision Conference 2011 University of Oslo May 2011 The Framework for Qualifications of the European Higher Education Area (EHEA) - impacts on Teacher Education v/ Gustav E. Karlsen Høgskolen i Sør-Trøndelag

2 Frameworks for Qualification Transnational Frameworks: - The Framework for Qualification of the European Higher Education Area EHEA, (2005, Bergen) - The European Qualifications Framework for Lifelong Learning (2008, EU, EQF) National Frameworks: - Nasjonalt kvalifikasjonsrammeverk for høyere utdanning fastsatt av Kunnskapsdepartementet Nasjonalt kvalifikasjonsrammeverk for livslang læring, har vært på høring med frist (gjelder hele utdanningssystemet). - Karlsen: Gustav E. (2010).Virkemiddel for kvalitet eller ensretting? Uniped, nr 3, 5-17.

3 A short background Problem: Different national educational systems Solution: Common international standards (for statistics, comparing, exchange, working life etc) Efforts: International Standards for Classification of Education (ISCED) (UNESCO decision 1978), (EU Eurostat, EURYDICE), EU Key Data on Education in Europe OECD: Education at a glance New and important tools (towards standardization): The Framework for Qualification for the European Higher Education Area (Bergen communiqué 2005, EHEA) The EHEA initiated i 2003 as part of the Bologna process (Berlin communiqué 2003) The Bologna- process an implementation- and governance strategy

4 The political context The Bologna Declaration of 19 June 1999 Bologna-process from The European Education Area by 2010, extended to 2020 The Bologna-process closely connected to the The Lisbon strategy from 2000, extended to 2020 VISION: Making EU the most competitive and dynamic knowledge-based economy in the world by 2010, extended to 2020 The ide in the Bologna Declaration correspond well to the Internal Market as a successful action Education and research the fifth freedom (Chou and Gornitzka 2011)

5 The EHEA Framework An overarching Framework, a meta-framwork for national Three cycles, levels: bachelor, master, PH.D Three main descriptors: Knowledge, Skills and Competence Description of qualifications in learning outcomes for all qualifications A taxonomy logic (B. Bloom back to the fifties) Important: Focusing on measurable outcomes

6 The EHEA Framework a political tool Political initiaive by ministers In cooperation with professional actors EUA (European University Assiciation), EURASHE(European Assiciation of Institutions in Higher Education) and ENQA (European Association for Quality Assurance, establishet 1999) meetings, seminars etc Within the knowledge economy rationale: Research and higher education, the main tool for economic growth and competitiveness in the global market economy The consequence: All Education is closer linked to economy than before

7 Europe 2020: A strategy for smart, sustainable and inclusive growth (COM ) The impact of the global financial crisis: a new economic strategy Some concrete targets by 2020: E.g. School leavers under 10 %, 40 % tertiary degree, Modernise higher education by benchmarking university performance and educational outcomes in global context Knowledge is the key to create a sustainable social market economy

8 Teacher education the answer? Former commissioner Ján Figel Education - critical for EUs long term competitiveness Council Nov 2006 Teacher education a key priorities and a key factor in achieving high quality learning outcomes Therefore: Important to improve the quality of teacher education

9 Teacher education - key documents Common European Principles for Teacher Competences and Qualification 2005 Improving Quality of Teacher Education 2007 OECD (2005) Teachers Matter Action: Education and Training for the Europe of 2020, introduced 15 February 2010 by Commissioner Androulla VASSILIOU

10 Teacher education a key institution in the new liberal economy - Teacher Education is closely connected to other key policy areas The quality of teacher education is a key factor whether EU can increase its competitiveness in the globalised world (COM 2007, 392) Fostering entrepreneurial mindsets through education and learning (COM 2006, 33 final Education) Summing up: Education and teacher education are important for a better qualified workforce and social inclusion - important for entrepreneurship and innovation - creating new jobs, being a market player - as commodity, a new knowledge industry Therefore: A better quality of teacher education is needed

11 The Impact: The teacher education reform 2010 IMPORTANT: The new national curriculum (forskrift om rammeplan) a copy of the Framework No concrete content, Focussing (one-sided) on learning outcomes defined as Kunnskaper (knowledge) ferdigheter (skills) og generell kompetanse (competence) More specialized, Two programmes 1-7 (compulsory: Math, Norwegian), Focusing on key competences important in the global market economy (for the society and the individual) Consequence: The end of the general teacher training programme(allmennlærerutdanningen) from 1826 A more narrow, subject oriented teacher education

12 Problems/Challenges A democratic problem: The Frameworks are implemented without political debate (depolitization) A professional problem: Are all «knowledge» measurable as Outcomes? (expressive goals, attitudes, character as part of the political mandate) How will the Framwork effect over time the understanding of quality and the relation between academia and bureaucracy?

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