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  1. Wales Referencing Report

    Referencing the Qualifications Frameworks of the Wales to the European Qualifications Framework. ...

    Category: Documentation
  2. vocational qualification built on a certain qualification in higher education

    Qualifications of higher vocational education and training can be obtained by those who have the following competences: 1) knowledge - Having general and trade specific, theoretical and practical knowledge that one can systematise. Having solid knowledge in the practical methods and tools necessary to a high-quality extended performance at a given trade. Being aware of the trade-related terminology in one’s mother tongue, and having basic language skills in at least one foreign language. 2) skills - Fulfilling jobs related to one’s qualification. Planning and realising job-related tasks by choosing and applying the necessary methods and tools. 3) attitudes - Being open to new results and innovation of the field, striving for getting to know and applying them. Accepting and mediating genuinely the social role and the values of one’s trade. Being open to professional co-operation with experts in further fields of the trade. 4) autonomy and responsibilities - Working independently with continuous self-reflection. Taking responsibility for the work of one’s own and of the professional group’s that one leads. Pre-conditions for the admission to the training: Admission to higher vocational education and training programmes requires one to pass the secondary school leaving exam. The higher education institutions can bind admissions to reasonable requirements and the fulfilment of tests, exams related to health, profession and aptitude; results of secondary studies and the secondary school leaving exam; and the attainm ...

    Category: Qualification Frameworks Location: Hungary
  3. vocational qualification built on a certain qualification in higher education

    Qualifications of higher vocational education and training can be obtained by those who have the following competences: 1) knowledge - Having general and trade specific, theoretical and practical knowledge that one can systematise. Having solid knowledge in the practical methods and tools necessary to a high-quality extended performance at a given trade. Being aware of the trade-related terminology in one’s mother tongue, and having basic language skills in at least one foreign language. 2) skills - Fulfilling jobs related to one’s qualification. Planning and realising job-related tasks by choosing and applying the necessary methods and tools. 3) attitudes - Being open to new results and innovation of the field, striving for getting to know and applying them. Accepting and mediating genuinely the social role and the values of one’s trade. Being open to professional co-operation with experts in further fields of the trade. 4) autonomy and responsibilities - Working independently with continuous self-reflection. Taking responsibility for the work of one’s own and of the professional group’s that one leads. Pre-conditions for the admission to the training: Admission to higher vocational education and training programmes requires one to pass the secondary school leaving exam. The higher education institutions can bind admissions to reasonable requirements and the fulfilment of tests, exams related to health, profession and aptitude; results of secondary studies and the secondary school leaving exam; and the attainm ...

    Category: Qualification Frameworks Location: Hungary
  4. Validation of non-formal and informal learning in Germany

    Since 2013, Germany has taken numerous steps to develop or improve rules for the validation of non-formal and informal learning in accordance with the Council Recommendation of 20 December 2012. This Report gives an overview of what has been achieved so far, and looks ahead to what is planned for the future. The focus is on measures for the validation of non-formally and informally acquired vocational skills which are implemented by the Federal Ministry of Education and Research (BMBF) within its field of competence. In line with the target group definition in the Council Recommendation, however, this Report also includes tools for the identification of skills by employment agencies, for example. ...

    Category: Documentation
  5. upper secondary vocational qualification

    (which is bound to secondary school leaving examination and may be mainly acquired in the VET provided outside the school system)Respective descriptor-content from the HuQF grid: 1. Knowledge - knows basic facts and concepts related to a given field of work or study, understands key processes and correlations; knows the language and terminology of a given field, preferably in a foreign language as well; knows and understands the conceptual correlations and structure of his field of interest; understands the correlations of complicated, multi-factor phenomena; is familiar with the methods necessary for employing the facts, concepts, correlations and procedures of a given field.2. Skills - able to apply knowledge related to a field of work or study in an unusual context; able to think systematically, and use certain forms of abstraction; able to gather new information, and process it independently; able to plan and implement his/her learning and problem-solving strategy on his own and make the necessary corrections; able to identify problem situations in his/her field of work or study and articulate adequate proposals for solving them.3. Attitudes - open to undertaking new tasks; able to assess possibilities; consider risks, alternatives and consequences; is capable of making compromises; follows ethical and legal norms in decision-making situations, understands the correlations between values, behaviour and lifestyle; committed to the profession and to quality work; keen on continuous self-education and applies ...

    Category: Qualification Frameworks Location: Hungary
  6. upper secondary partial vocational qualification

    (which is bound to secondary school leaving examination and may be acquired in the VET provided outside the school system)Respective descriptor-content from the HuQF grid: 1. Knowledge - knows basic facts and concepts related to a given field of work or study, understands key processes and correlations; knows the language and terminology of a given field, preferably in a foreign language as well; knows and understands the conceptual correlations and structure of his field of interest; understands the correlations of complicated, multi-factor phenomena; is familiar with the methods necessary for employing the facts, concepts, correlations and procedures of a given field.2. Skills - able to apply knowledge related to a field of work or study in an unusual context; able to think systematically, and use certain forms of abstraction; able to gather new information, and process it independently; able to plan and implement his/her learning and problem-solving strategy on his own and make the necessary corrections; able to identify problem situations in his/her field of work or study and articulate adequate proposals for solving them.3. Attitudes - open to undertaking new tasks; able to assess possibilities; consider risks, alternatives and consequences; is capable of making compromises; follows ethical and legal norms in decision-making situations, understands the correlations between values, behaviour and lifestyle; committed to the profession and to quality work; keen on continuous self-education and applies its pro ...

    Category: Qualification Frameworks Location: Hungary
  7. Updated version of the Netherlands Referencing Report

    Updated version of the Netherlands Referencing Report ...

    Category: Documentation
  8. Updated version Latvian Referencing Report

    Updated version Latvian Referencing Report 09/12/2019 Download referencing_lqf_to_eqf_for_lifelong_learning_and_qf_for_ehea_2018.pdf (1.59 MB) Download lki_pielidzinasana_eki_muzizglitibai_un_eait_kvalifikaciju_ietvarstrukturai_2018.pdf (1.66 MB) ...

    Category: Documentation
  9. Updated version Latvian Referencing Report

    Updated version Latvian Referencing Report 09/12/2019 Download referencing_lqf_to_eqf_for_lifelong_learning_and_qf_for_ehea_2018.pdf (1.59 MB) Download lki_pielidzinasana_eki_muzizglitibai_un_eait_kvalifikaciju_ietvarstrukturai_2018.pdf (1.66 MB) ...

    Category: Documentation
  10. United Kingdom Referencing Report

    Referencing the Qualifications Frameworks of the United Kingdom to the European Qualifications Framework. ...

    Category: Documentation

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