Lifelong learning has become the guiding principle for the development of education and training policies and has been identified as an important pillar of the knowledge society. The creation of a "European Area of Lifelong Learning" is a central element of the Lisbon strategy.
The proposed EQF
Most responses to the consultation process highlighted the importance of this aspect for the implementation and use of the EQF. EQF will thus serve employers, policy makers, education and training providers and individual citizens.
Design and Implementation
Structure: Levels and Descriptors
The identification and evaluation of competences is one of the central challenges of a framework such as the EQF. However, for the purpose of the EQF and for analytical reasons, such a separation was deemed necessary. The question of what number of levels is most appropriate for the EQF has been the subject of further debate.
It should be further discussed how this reality can be reflected by KEK. KEK's relationship with other mobility and transparency instruments in Europe has been raised by many stakeholders. Considering that the Bologna Process has already made progress in the relevant field, it has been argued that KEK should build on these achievements.
The EQF will not replace the Qualifications Framework of the European Higher Education Area (EHEA), so both will exist in parallel. In the EQF proposal, it is stated that the three EHEA framework cycles correspond to the learning outcomes for EQF levels 6-8.
Learning Outcomes
Even if there is a lack of information on what people have specified for themselves as learning, the data provided allows for the conclusion by Cedefop "that informal learning settings are an important component of the variety of learning contexts"52. In May 2004, the Council published an introductory note on common European principles for the identification and validation of non-formal and informal learning, which stated that "in the context of the principle of lifelong learning, the identification and validation of Given that the recognition of informal and non-formal learning has been raised in the course of the lifelong learning concept, which in turn is a consequence of the challenges posed by globalization and the knowledge-based society, it can be questioned whether there is a real interest in validating the cooking experience from an economic point of view.
As Cedefop refers to this reality, the conclusion that the Cedefop survey draws based on the data presented in Figure 2 is surprising: "most citizens think they learn better in informal settings"58. In light of the above, it can be noted that the recognition and validity of non-formal and informal learning raises many questions, many of which are still unresolved. In June 2005, the Commission published a report on the technical specifications of the European Credit System for VET (ECVET).
This section will simply outline the main features of the planned credit system for EUD. It is centered on the individual and based on the validation and accumulation of his/her learning outcomes, defined in terms of knowledge, skills and.
National Qualifications Frameworks
Commonwealth members in particular have a long tradition of results-based national qualifications frameworks. Some examples of national frameworks below, mainly based on information from Cedefop, will demonstrate the existing diversity of designs within Europe. The framework covers all national qualifications, from compulsory education certificates to university degrees.
Each qualification is assigned to one of the qualification areas, general, vocational or vocational.70 In 2001, Ireland established the National Qualifications Authority (NQAI) which began to deal with. Frameworks are a means of demonstrating differences"73, which reflect the fundamental characteristics of each country, the starting point, the dominant philosophy of the government, the primary purpose of the framework and the relative power of the state vis-a-vis the private sector. .74 So far, the results of national processes that took place in specific national environments have been presented. At the national level, the process of awarding different EQF-level education and training programs is a key element for the implementation of the EQF.
As explained in the learning outcomes section above, many national qualifications systems have traditionally been input-based and process-oriented. However, the draft EQF recommendation foresees that Member States link their national qualifications systems to the EQF by 2009.
Subconclusion
Some countries may seek ways to link their education and training programs to the EQF without creating their own NQF. In reality, people have qualifications at different levels, which the EQF must reflect in order to fulfill its function and avoid distortion. Therefore, the EQF must be based on a flexible structure that allows for future changes and improvements based on practical experience gained over time.
While some qualifications systems are more outcome-oriented than others, the EQF introduces a 'new language of learning outcomes' that most countries have yet to master and therefore learn in terms of both 'vocabulary' and 'grammar'. Since mutual understanding is a precondition for mutual trust86, the clarification of the concepts underlying the EQF plays a key role in the implementation process. Such divergent arguments show that there are different perspectives regarding the underlying concepts of the EQF.
The main objectives of the EQF and thus of the National Qualifications Frameworks are not yet very well structured, which could further hamper the development of functional NQFs. In the light of the implementation requirements presented above, one wonders whether the EQF is really just a voluntary, neutral translation tool, or a driver of change88.
Promoting Lifelong Learning
Scrutinising Lifelong Learning
In 1997 - following the European Year of Lifelong Learning - the 15 EU Member States invested 4.86% of their GDP in education. There are several reasons that should keep one from getting too excited about the big push for lifelong learning. A closer look at the subtle, almost imperceptible semantic shift from 'lifelong education' to 'lifelong learning' reveals that a far-reaching change in education and training policy has taken place.
In contrast to this community-oriented approach, today's lifelong learning emphasizes the role of (the citizen as a) the learner. Yet it must be realized that lifelong learning policies are not necessarily aligned with some of the most basic educational goals. A closer look at the design and purpose of instruments can shed light on which aspect and which vision of lifelong learning they promote.
It appears that lifelong learning is broadly linked to formal education, qualifications and even the 'attainment' of a standard. It seems that Europe is far from being what has been called a "lifelong learning culture".
Guidance and Counselling
Teachers are naturally considered to be competent for guidance and help, as they are naturally involved in the field of education. However, this approach has a narrow view of counseling in the light of lifelong learning strategies. Career and labor market information is considered a public good, which must be available to all citizens.
This approach is accompanied by associated tools such as "The Blueprint for Life/Work Design", which empowers citizens to define their individual goals and provide ways to achieve them. Such a holistic approach, consistent with the goal of creating a culture of lifelong learning, is so far lacking in Europe.
Conclusion
Furthermore, the expectation that KEK will create mutual trust between different national actors should be viewed very carefully. KEK should not be overwhelmed by too many auxiliary purposes, but focus on the translation function. Furthermore, the provision of information and training to all national actors involved will be vital for the successful implementation of the KEK.
This must not be limited to experts in the field, but must include information for citizens, ensuring that the EQF and its flanking concepts do not become the "secret language of the education and training apparatus"110. In this spirit, the EQF forms an instrument that – when successfully implemented – will improve the practical conditions for lifelong learning in Europe. However, by increasing the transferability of qualifications, the EQF tackles one of the obstacles to lifelong learning rather than contributing to the creation of what has been introduced above as a "culture of lifelong learning".
To create a lifelong culture, quantitative tools such as the EQF must be accompanied by a large number of supporting policies. According to the Commission, the EQF will serve policymakers, employers, education and training providers and individuals.
List of References
Zusammenfassung der Antworten, die im zweiten Halbjahr 2005 auf die Konsultation der Kommission zum EQR eingegangen sind. Europäische Kommission (2005): Vorschlag für eine Empfehlung des Europäischen Parlaments und des Rates zu Schlüsselkompetenzen für lebenslanges Lernen. Bundesinstitut für Berufsbildung (BIBB; 2006): Fachlicher Übersichtsbericht zu den Grundkonzepten und Beschreibungen des Entwurfs des Europäischen Qualifikationsrahmens.
Gillen, Julia (2006): The Role of Vocational Certification in Lifelong Learning, in: Ute Clement, Isabelle Le Mouillour und Matthias Walter, Hrsg., Standardisierung und Zertifizierung beruflicher Qualifikationen in Europa, Bonn: Bundesinstitut für Berufsbildung, S. Le Mouillour, Isabelle (2006): Der Spagat zwischen Differenzierung und Standardisierung am Beispiel eines Credit-Systems für die Berufsausbildung, in: Ute Clement, Isabelle Le Mouillour und Matthias Walter, Hrsg., Standardisierung und Zertifizierung beruflicher Qualifikationen in Europa, Bonn: Bundesinstitut für Berufsbildung, S. Hanf, Georg und Jochen Reuling (2001): Qualifikationsrahmen – ein Instrument zur Förderung der Verknüpfung verschiedener Bildungsbereiche.
Sellin, Burkart, onderwijsexpert van cedefop, (2005): Europäischer Qualifikationsrahmen (EQR) – ein gemeinsames Referenzsystem für Bildung und Lernen in Europa, in: Vocational and Business Education – online, Bd.
