The meaning of core EQF concepts in the Netherlands

1. Anneke Westerhuis 20 September 2007 The meaning of core EQF concepts in the Netherlands

2. Dutch VET is in a transformation process that is based on two approaches: • an outcome-based approach in the definition of qualifications (social partners led) • a process-based competence approach in the organisation of VET courses (school led)

3. In this transformation concepts are used also at the core of EQF: • qualification • competence

4. The focus of this presentation: • what is the understanding and operational meaning of the qualification and competence concept in this transformation process?

5. The implementation of EQF in the Netherlands • ‘competence based learning’ is the basic principle in the process of reframing qualifications and curricula in VET • The introduction of EQF does not have a great impact on the concepts of Dutch VET; the dominant opinion is that the Netherlands does not need a new Qualification Framework as a condition to the launching of EQF • The EU meaning of concepts as ‘qualification’ and ‘competence’ is not a major point of discussion in the Netherlands

6. The relation between concept and daily practice: • The outcome-based approach and the process-based approach can be detected/ traced in the organisation of VET • Dutch VET is based on the outcomes of negotiation processes between stakeholders about the meaning of these concepts • Tensions in the organisation of VET are not addressed as conceptual problems, but as input for negotiation rounds

7. Conflicting concepts? • The concept of competence based learning stands for the aim to qualify students to operate as independent, self-responsible workers, able to build a career in a less regulated economy • VET courses are based on standardised occupations, validated by social partners, as a reference for ‘good workmanship’ • It is left to the people involved in the organisation of courses how to solve this dilemma

8. The qualification concept • Since 1996 a comprehensive VET system regulates the entrance to all skilled job positions • All VET qualifications are a product of a standardised procedures and are identical in lay-out and type of content • Nevertheless, there are significant details between qualifications and procedures • These differences are result of the fact that the uniformity in product and process is imposed on sectors

9. VET qualifications answer three aims: • From government perspective VET qualifications are the basis of curricula preparing students for a lifetime career, lifelong learning and citizenship • For VET schools the qualification framework is a frame of reference for the development of curricula. Schools are not keen on specialised qualifications, attracting only small numbers of students • For economic sectors qualifications represent the criteria young people should answer to as young employees; a sector’s framework of qualifications should mirror a sector’s employment structure

10. A VET competence concept • Competences are ‘the ability to successfully meet complex demands in a particular context trough the mobilization of psychosocial prerequisites (including cognitive and non-cognitive aspects) • Somebody is competent when able to integrate knowledge, skills and behaviour the situation calls for • Competence is not defined by the possession of certain knowledge, skills and behaviour, but by the ability to make an appropriate choice from a wider repertoire

11. Types of competences in VET: • Four types of competences vocational/occupational career civic learning competences (modern languages and mathematics are included in 2008) • All competences are defined in terms of behaviour knowledge and skills • Nevertheless significant differences in the definition of qualifications

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