ANNEX K - 8
The graduate of simplified study programme for basic school:
•
respects himself, his home and family, is able to manage himself and his family; loves his
homeland;
•
is aware if himself and fellow people and their differences, cultural differences between
himself and other people;
•
knows and follows to the best of his abilities the law and democratic principles; refrains from
ethically wrong enticements and propositions;
•
knows the principles of a healthy lifestyle and tries to follow them;
•
knows the principles of environment sustaining and tries to act in an environmentally
sustainable manner;
•
gives purpose, plans and evaluates his daily activities;
•
is able to make choices in familiar situations, ask for advice, make decisions and handle
responsibility;
•
is willing to cooperate; participates in continuing education relevant to his skills;
•
understands basic information;
•
is able to obtain information (including from the Internet)
•
has the following basic skills: observing, listening and understanding speech, reading,
writing, calculating;
•
understands the necessity of working, has basic skills, is able to submit to work discipline
during work hours, is ready to look for a suitable job;
•
has an image of the world as a whole.
VET without basic education requirement certificate
The graduate of VET study programme without basic education requirement:
•
knows and describes the main concepts and principles of the vocation;
•
understands the main processes of work, knows vocabulary, materials, tools and the most
common devices of the vocation;
•
is able to perform ordinary, limited responsibility tasks on his or her vocation;
•
needs supervision in working;
•
works well in working situations that are generally stable;
•
needs advice and supervision when learning;
•
is able to adapt and manage in different social environments;
•
knows how to communicate in accordance with the situation and conversation partners;
•
is able to use given information materials to solve problems of the vocation;
•
is able to evaluate the outcomes of his or her work.
GERMANY
German NQF Level 4
Be in possession of competences for the autonomous planning and processing of technical tasks
assigned within a comprehensive field of study or field of occupational activity subject to change.
Professional competence
ANNEX K - 9
• Knowledge:
Be in possession of deeper general knowledge or theoretical professional knowledge within a field of
study or field of occupational activity.
• Skills:
Be in possession of a broad spectrum of cognitive and practical skills which facilitate autonomous
preparation of tasks and problem solving and the evaluation of work results and processes according
consideration to alternative courses of action and reciprocal effects with neighbouring areas.
Provide transfers of methods and solutions.
Personal competence
• Social competence:
Help shape the work within a group and the learning or working environment of such a group and
offer ongoing support. Justify processes and results. Provide comprehensive communication on facts
and circumstances.
• Autonomy:
Set own learning and work objectives, reflect on and assess such objectives and take responsibility
for them.
German NQF Level 3
Be in possession of competences for the autonomous fulfilment of technical requirements within a
field of study or field of occupational activity which remains clear whilst being openly structured in
some areas.
Professional competence
• Knowledge:
Be in possession of extended general knowledge or extended professional knowledge within a field
of study or field of occupational activity.
• Skills:
Be in possession of a spectrum of cognitive and practical skills for the planning and processing of
technical tasks within a field of study or field of occupational activity. Evaluate results in accordance
with criteria which are largely prestipulated, provide simple transfers of methods and results.
Personal competence
• Social competence:
Work within a group and occasionally offer support. Help shape the learning or working
environment, present processes and results to the appropriate recipients of such information.
• Autonomy:
Learn or work autonomously and responsibly including within contexts which are less familiar.
Appraise own actions and the actions of others. Request learning guidance and select various
learning aids.
German NQF Level 2
Be in possession of competences for the professional fulfilment of basic requirements within a clear
and stably structured field of study or work. Fulfilment of tasks takes place largely under supervision.
Professional competence
ANNEX K - 10
• Knowledge:
Be in possession of basic general knowledge and basic professional knowledge with a field of study
or
Work.
• Skills:
Be in possession of basic cognitive and practical skills required to carry out tasks within a field of
study or work, evaluate the results of such tasks in accordance with pre-stipulated criteria and
establish correlations.
Personal competence
• Social competence:
Work within a group. Accept and express general feedback and criticism. Act and react in accordance
with the given situation with regard to verbal and written communication.
• Autonomy:
Learn or work in a responsible manner and largely under supervision within familiar and stable
contexts. Appraise own actions and the actions of others. Use pre-stipulated learning guides and
request learning guidance.
PORTUGAL
In its June 2011 report
42
“Referencing of the Portuguese Qualifications Framework to the European
Qualifications Framework –Final report”, the Agência Nacional para a Qualificação, I.P. explains in
detail the way that Portugal embodied the Recommendation on the establishment of the European
Qualifications Framework for lifelong learning
43
(EQF) into the Portuguese National Qualifications
Framework (NQF). Specifically, this report establishes the referencing of levels 1 to 5 of the NQF to
the EQF.
The report shows that the referencing process has demonstrated that there is a clear and direct
relationship between the EQF levels and descriptors and the Portuguese NQF levels and descriptors:
42
http://www.eqavet.eu/Libraries/EQF/PT_EQF_Referencing_Report.sflb.ashx
43
http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:EN:PDF
ANNEX K - 11
The Portuguese National Qualifications Catalogue (NQC) is a strategic management instrument for
non-higher national qualifications. It also acts as a regulatory instrument for the double certificated
training offer. The NQC lists the qualification pathways that are relevant to the economy, organised
Figure 13. Portuguese NQF referenced to EQF
Figure 14. Portuguese qualification and certification system
ANNEX K - 12
in a modular format to better guide both initial double-certificated training and ongoing certificated
training. It is intended to cover all the business sectors in the economy. In a paper
44
for the industry
journal ‘Explosives Engineering’, Rodrigues and Góis explain that although the National Qualification
Framework(NQF) has been in force since October 2010 and 296 referentials for 40 education and
training areas have been designed, the explosives industry hasn’t yet approached the National
Agency for Qualifications to identify the range of vocational training and the referential of
qualifications required.
The NQC contains unique qualifications referencing for the full range of the double certificated
training offer as well as for processes for the recognition of competences acquired in informal and
non-formal settings. These are organised in a modular format, in the form of short training units
which can be independently certificated and can be built into qualification pathways. Currently,
there are 253 qualifications spread across 39 education and training areas.
The development of the NQC involves the organisation of a qualifications referencing scheme based
on learning outcomes in an approach which is more closely linked to competence needs emerging in
the labour market and through which objectives can be determined with greater clarity. This basing
of the qualifications referencing scheme on learning outcomes, an underlying principle of the NQC, is
also of critical importance to the organisation of processes for the recognition of competences and
for the validation of the pedagogical strategies employed.
NQF Level 2
Knowledge: Basic factual knowledge of a field of work or study.
Skills: Basic cognitive and practical skills required to use relevant information in order to carry out
tasks and to solve routine problems using simple rules and tools.
Attitudes: Work or study under supervision, with some autonomy
NQF Level 3
Knowledge: Knowledge of facts, principles, processes and general concepts in a field of work or
study.
Skills: A range of cognitive and practical skills required to accomplish tasks and solve problems by
selecting and applying basic methods, tools, materials and information.
Attitudes: Take responsibility for completion of tasks in work or study. Adapt own behaviour to
circumstances in solving problems.
NQF Level 4
Knowledge: Factual and theoretical knowledge in broad contexts within a field of work or study.
Skills: A range of cognitive and practical skills required to generate solutions to specific problems in a
field of work or study.
Attitudes: Exercise self-management within the guidelines of work or study contexts that are usually
predictable, but are subject to change. Supervise the routine work of others, taking some
responsibility for the evaluation and improvement of work or study activities
44
“Why occupational standards on ESA are important to Portuguese companies”, Explosives Engineering,
IExpE, September 2016.
ANNEX K - 13
UNITED KINGDOM
QCF Level 4
Level 4 qualifications recognise specialist learning and involves detailed analysis of a high level of
information and knowledge in an area of work or study. Learning at this level is appropriate for
people working in technical and professional jobs, and/or managing and developing others. Level 4
qualifications are at level equivalent to Certificates of Higher Education.
Level 4 Vocational Qualifications
Vocational qualifications (VQs) are designed to allow learners to learn in a way that suits them, and
give learners the skills that employers are looking for. Occupational VQs are designed to meet the
national occupational standards (NOS) for a particular sector/work place and employers rely on
these qualifications for evidence that an employee is competent to carry out the job.
Higher National Certificate (HNC)
A Higher National Certificate (HNC) is a higher education qualification. The HNC is studied full-time,
the qualification normally takes one year or two years part time.
QCF Level 3
Level 3 qualifications recognise the ability to gain and where relevant apply a range of knowledge,
skills and understanding. Learning at this level involves obtaining detailed knowledge and skills. Level
3 is appropriate for people wishing to go to university, people working independently, or in some
areas supervising and training others in their field of work.
GCE AS and A Level
The AS is a stand-alone qualification usually made up of two units and is worth half a full A level. GCE
advanced levels (A levels) are made up of advanced subsidiary (AS) units and A2 units. A levels are
ANNEX K - 14
available in over 45 subjects and are usually sat by 16 to 18 year olds in schools or colleges, but are
open to anyone who wants to gain a qualification.
National Vocational Qualifications (NVQ) level 3
National Vocational Qualifications (NVQs) cover a broad range of industry sectors and occupations
and are delivered either in the learner’s actual workplace or in a workplace setting. Each NVQ is
made up of units of national occupational standards, which define the knowledge, understanding
and competence required to perform that particular job related role.
Functional Skills Level 3 (England only)
Functional skills are a key element to the curriculum and qualifications reforms in England. They are
the practical skills that allow people to use English, mathematics, and information and
communication technology (ICT) in real life contexts. In developing functional skills, people can
adapt and apply the knowledge to suit different situations they may face at home, at work, in
education, and in the community.
QCF Level 2
Level 2 qualifications recognise the ability to gain a good knowledge and understanding of a subject
area of work or study and to perform varied tasks with some guidance or supervision.
GCSEs Grades A*-C
General Certificate of Secondary Education, is now the main school-leaving qualification in England.
GCSEs are available in over 50 subjects. GCSEs can be studied alongside other qualifications and are
usually sat by 15-18 year olds in schools or colleges.
Higher Diploma (England only)
The Diploma is a composite qualifications for 14-19 year olds made up of principal learning; generic
learning, and additional and specialist learning. They can be taken at three levels: Foundation, which
is a Level 1 qualification; Higher Diploma, which is Level 2; and the Advanced and Progression
Diplomas, which are both Level 3. Diplomas have been designed with input from employers and are
available in industry sector related ‘lines of learning.’
National Vocational Qualifications (NVQ) Level 2
National Vocational Qualifications (NVQs) cover a broad range of industry sectors and occupations
and are delivered either in the learner’s actual workplace or in a workplace setting. Each NVQ is
made up of units of national occupational standards, which define the knowledge, understanding
and competence required to perform that particular job related role.
Functional Skills at level 2 (England only)
Functional skills are a key element to the curriculum and qualifications reforms in England. They are
the practical skills that allow people to use English, mathematics, and information and
communication technology (ICT) in real life contexts. In developing functional skills, people can
adapt and apply the knowledge to suit different situations they may face at home, at work, in
education, and in the community.
Handbook for the
Implementation of
Occupational Standards
in the Explosives Sector
Published by EUExcert and downloadable free
of charge from:
http://www.euexcert.org
http://iexpe.org/
This handbook is copyright protected by the following:
"Copyright 2017, KCEM AB, Saab Bofors Test Center AB, Picrite Ltd, Dresdner Sprengschule GmbH,
Tallinna Tehnikaulikool, Universidade de Coimbra, G.J.R. – Pirotecnia e Explosivos SA, Event Horizon
Ltd, Voglers Eesti OÜ and Maxam Deutschland. This work is protected under international copyright
laws. The content of the handbook is not allowed to be amended/changed but it´s free to copy and
distribute, provided it is properly referenced.”
Views and suggestions for improvement of the Handbook are gratefully accepted at:
KCEM AB
Gammelbackav. 1
SE-691 51 Karlskoga
Sweden
Email:
kcem@kcem.se
Dostları ilə paylaş: |