Qualifications Frameworks Between Global and European Pressures and Local Responses

Mikulec, Borut; Ermenc, Klara Skubic

doi:10.1177/2158244016644948

Cited by 6 publications

(3 citation statements)

References 45 publications

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“…Therefore, it must be noted that a number of researchers pinpoint the idea that this may have some worrying consequences in terms of limiting democracy and choice [4]. Another constraint is related to the Europeanisation of education and international policy transfer [5,6]. In addition to this, the lack in certain "21-century skills", mostly in soft and digital skills, such as communication, collaboration, leadership and teamwork skills, self-management, critical thinking, presentation and project skills, programming, etc.…”

Section: World Policy Towards Nfe Developmentmentioning

confidence: 99%

Non-formal education: The review of current studies

Кicherova

Trifonova

2023

Obraz. nauka

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Introduction. Non-formal education is gaining a new impetus in the establishment of a sustainable knowledge society. The article reveals major concerns of non-formal education as an element of life-long learning and adult education policies as well as its effective implementation into the national educational mainstream.Aim. The aim of the research is to conduct a detailed overview of various current studies, exemplifying the international experience in non-formal education and the case-studies of its adoption along with the mechanisms for its validation in different countries.Methodology and research methods. The work was based on the methodology of comparative analysis and qualitative content analysis of official UNESCO, CEDEFOP, etc. international statistical and analytical reports, academic and empirical studies. An analytical review shows policy changes towards the development of non-formal education as well as an international and available in individual countries experience of its studying and implementation.Results. Based on the compatibility scopes principle, three levels of analysis of non-formal education (macro-level/global, meso-level/institutional, micro-level/personal) were identified so that the key issues and trends in its development could be pinpointed at every stage. The conducted research leads to the conclusion that non-formal education practices are acquiring institutional forms. The level of non-formal education development in different countries varies. However, there are general trends towards solving a number of similar social problems by means of non-formal education, such as bridging the supply and demand for competencies in the labour market, social inclusion of different segments of the population, and others.Scientific novelty and practical significance. The novelty of this study is seen in the resource capacity of non-formal education, the potential of its implementation for the vocational re-skilling, upskilling and further training of various socio-demographic groups, its global development trends and prospects. The practical significance lies in the application of mechanisms for recognising non-formal education outcomes. The highlighted trends and the best international experience can provide non-formal education integration into the educational mainstream, create experimental learning platforms and accelerate practical educational policy measures.

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Section: World Policy Towards Nfe Developmentmentioning

confidence: 99%

Non-formal education: The review of current studies

Кicherova

Trifonova

2023

Obraz. nauka

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“…In the context of various national systems for the recognition and validation of the results of non-formal and informal learning, researchers call "knowledge", "skills" and "competences" as the main descriptors of the fundamental characteristics of educational progress, differentiating these concepts as follows: knowledge is the result of learning and assimilation of concepts, principles, theory and practice; skills -acquired cognitive and / or practical abilities; competence -the ability to use and integrate knowledge and skills in the educational, professional and personal sphere of activity [26]. At the same time, competence in this semantic range occupies a central place, being a pragmatic and functional concept of education.…”

Section: Skill Competences and Competency: Delineation Of Conceptsmentioning

confidence: 99%

«Non-formal competences» as an independent scientific category: a comparative analysis of approaches to the definition

Zyuban¹,

Muslimova²

2021

P Sci Edu

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Problem and goal. Russian and foreign discourse discusses the importance of non-formal competences for successful integration into the labor market, social life, etc. However, despite the popularity of the concept, there is no single definition of what non-formal competences are. The purpose of the study is an analytical review of approaches, methodology and research results, including those carried out using empirical data from different countries, devoted to the formation of non-formal competences. Methodology. The study was carried out by the method of qualitative content analysis of scientific works, methodological and other publications using more than 50 titles of sources and literature on the conceptually similar categories of non-formal competences, in particular, "soft skills", "social skills", "life skills", "corporate competences", etc. Results. The study shows how non-formal competences enhance labor mobility and increase the social activity of an individual. Shown is the ratio of "personal", "social", "life" skills in the model of non-formal competences, specific skills and competences included in the number of non-formal ones. It is noted that an individual with a wide range of non-formal skills will be able to successfully compensate for the lack of formal education due to his experience of self-education, as well as have the effect of increasing through non-formal skills on social and professional capital. Conclusion. In the course of the review study, the main blocks of non-formal competences were highlighted, covered in scientific and practical discourse. The revealed non-formal meta-competences embedded in the lifelong learning model take research to a new level and open up wide opportunities for further study.

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“…After gaining independence in 1991, Slovenia reformed its entire educational system in the first half of 1990s based on European values regarding the principles of human rights and justice, the autonomy of students and teachers, quality provision and comparable European educational standards. Furthermore, it introduced the outcome orientation of the curricula and standards of knowledge as the basis for national external testing of knowledge, the essential purposes of which were to monitor the quality of educational institutions and to strengthen the autonomy of teachers (Ermenc, 2014;Mikulec and Ermenc, 2016).…”

Section: Context and Settingsmentioning

confidence: 99%

The Impact of Slovenian Qualifications Framework: Stakeholders’ Perspective

Mikulec¹,

Ermenc²,

Kristl³

2021

IJCRSEE

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This paper examines the impact of the national qualifications framework on the education and training system in Slovenia in the context of the European qualifications framework for lifelong learning and its influence on the design of the Slovenian qualifications framework. Although the role of the European Union in educational policy-making has received considerable attention, of which national qualifications frameworks are part of, only a few studies have focused on measuring the impacts of the European qualifications framework influenced national qualifications frameworks in Europe. By drawing on the theoretical concept of policy transfer in the analysis of European/global education policies, the study shows how European qualifications framework policy transfer influenced Slovenian qualifications framework development through soft instruments. Furthermore, this study examined the extent to which the Slovenian qualifications framework’s objectives have been achieved according to key stakeholders (n = 50) using a quantitative research approach. The findings indicate that, unlike objectives related to the Slovenian qualifications framework’s reform role, i.e. support for lifelong learning, the objectives related to the Slovenian qualifications framework’s communication role, i.e. recognisability, understanding and transparency of qualifications and coordination of the qualifications subsystems, are mostly being met from the stakeholders’ perspective.

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Qualifications Frameworks Between Global and European Pressures and Local Responses

Cited by 6 publications

References 45 publications

Non-formal education: The review of current studies

Non-formal education: The review of current studies

«Non-formal competences» as an independent scientific category: a comparative analysis of approaches to the definition

The Impact of Slovenian Qualifications Framework: Stakeholders’ Perspective

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