The European Qualification Framework: Skills, Competences or Knowledge?

Méhaut, Philippe; Winch, Christopher

doi:10.2304/eerj.2012.11.3.369

Cited by 55 publications

(48 citation statements)

References 13 publications

(8 reference statements)

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“…Despite the problems still to be solved and the improvements to be sought (Méhaut & Winch, 2012), much work has been done in many countries, as well as at EU level, to facilitate the international transferability of qualifications and SKC. Nevertheless, the ten countries taken into consideration in this study present very different types and levels of development, organization and equipment.…”

Section: According To the Oecd International Migration Outlook 2014mentioning

confidence: 99%

Migrants’ competence recognition systems

Lodigiani

Sarli

2017

RELA

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Section: According To the Oecd International Migration Outlook 2014mentioning

confidence: 99%

Migrants’ competence recognition systems

Lodigiani

Sarli

2017

RELA

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“…CEDEFOP, 2009). In fact, it should be considered as an integral part of the national qualification system and a fundamental pillar of a complete recognition system, provided that a clear definition of (and a good balance among) the concepts of skill, knowledge and competence is reached (Méhaut & Winch, 2012).…”

Section: Recognition Systems In the Light Of Lifelong Learning Perspementioning

confidence: 99%

Towards an inclusive and smart approach to immigration: The issue of competence recognition

Zanfrini

Lodigiani

2017

RIEM

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The European approach to migration is traditionally characterized by a sort of "schizophrenia", generated by the attempt to keep together two contradictory philosophies: the "economicistic" philosophy, and that of solidarity and equal opportunities. To overcome this paradox -which has been producing a condition of migrants' structural disadvantage, while inhibiting the full exploitation of their skills, knowledge and competences (SKC)-a crucial shift must be promoted: from the perception of migrants as a workforce expected to fill contingent vacancies, to the conception of their human capital as a structural resource for economic and social development, in line with a smart and inclusive way to approach immigration. In this perspective, the issue of recognizing migrants' SKC has both a practical and a symbolic value, as it can contribute to change such a perception.Starting from the findings of the DIVERSE project (supported by the European Commission through the European Integration Fund and carried out in 10 EU countries), the article discusses some characteristics of the current functioning of the national systems of recognition, focusing on migrants as their peculiar target. The discussion is grounded on the cross-country analysis carried out on the documentations and reports produced by each country team on the basis of a multi-situated research conducted (also) on selected regional systems of recognition.The analysis shows many differences among the systems of recognition especially related to: their level of "seniority", degree of universalism and accessibility, friendliness of procedures' in relation to migrants. Beyond these results, the analysis reveals that the difficulties faced by a migrant in taking up the SKC recognition opportunities mirrors the inadequacies and shortfalls of those systems, that is, their failure in realising the inclusiveness promise for all citizens. Therefore, the article draws attention on the paradigmatic value of migrants' experience: developing the systems of SKC recognition giving specific attention to migrants' needs can not only concur to recast the European approach towards migration and its role in the labour market, but also have profitable outcome on social cohesion, equality, and economic competitiveness.Key words: economic migrations, competences recognition, social inequalities, lifelong learning, Europe.Towards an inclusive and smart approach to inmigration: The issue of competence recognition Revista Internacional de Estudios Migratorios, ISSN: 2173-1950, 2017, Vol. 7(2), pp. 275-307.-277 - ResumenEl enfoque europeo sobre las migraciones se caracteriza por una especie de esquizofrenia, generada como consecuencia de intentar juntar dos filosofías contradictorias: la filosofía "economicista" y la de igualdad de oportunidades. Para superar esta paradoja -que está produciendo una condición de desventaja estructural de los migrantes, inhibiendo el pleno aprovechamiento de las aptitudes, conocimientos y competencias de los migrantes-es importante promover un ...

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“…Bohlinger, 2007Bohlinger, /2008Brockmann et al, 2008bBrockmann et al, , 2009Winterton, 2009). The new type of framework differs from the old type in at least three characteristics: (a) Its fundamental starting point is learning outcomes: Even the EQF abandoned the logic of input and replaced it with the logic of output (Méhaut & Winch, 2012): Systems of vocational education and training or qualifications systems differ too much from country to country, embedded as they are in different relationships between the state, the labor market, and employers, for it to be possible or logical to unify them. This is the start of a paradigmatic shift toward learning outcomes, which is characteristic of an ever-increasing number of countries and, consequently, of their NQF (CEDEFOP, 2009;Ermenc, 2014;Ermenc & Mikulec, 2011).…”

Section: The European Qualifications Framework For Lifelong Learningmentioning

confidence: 99%

Qualifications Frameworks Between Global and European Pressures and Local Responses

Mikulec¹,

Ermenc

2016

SAGE Open

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The article considers the Europeanization of education, a process that is taking place in the European Union (EU) as a result of the establishment of a common education policy and that is playing a part in determining the development of education policies in EU member states and candidate countries. The concept of Europeanization serves as a methodological tool with which to analyze one of the fundamental political instruments of European education policy, namely, the European Qualifications Framework (EQF), and also the national qualifications frameworks (NQFs) that are emerging under its influence. In the case of our analysis of the NQF that has been prepared by Slovenia, we demonstrate that the formulation of the EQF and NQFs in the EU is influenced by two factors: by the Anglo-Saxon countries, which were the first to establish a qualifications framework of the modern type, and by global neoliberal policy, with its tendency toward the deregulation, marketization, and commodification of education. At the same time, we tried to show that NQFs in continental Europe have resulted, by virtue of their local specificities, in frameworks that differ considerably from qualifications in the Anglo-Saxon countries. It appears that the effects of globalization and Europeanization on education are unpredictable, because policies are never simply copied into national systems.

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The European Qualification Framework: Skills, Competences or Knowledge?

Cited by 55 publications

References 13 publications

Migrants’ competence recognition systems

Migrants’ competence recognition systems

Towards an inclusive and smart approach to immigration: The issue of competence recognition

Qualifications Frameworks Between Global and European Pressures and Local Responses

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