| A country |
How is the NQS? |
| Denmark |
Main objectives and principles:а) State-funded system at all levels;b) Education is an instrument of economic development, welfare and democracy;c) National definition and recognition of qualifications and certificates throughout the education system and the labor market;d) Instead of detailed regulation, a framework-controlled system with control by objectives;e) Comparative qualitative agreements with the delegation of responsibility to various subjects;f) Pilot projects and actions based on evaluations;g) Translation of “credits” as an element of effective and continuous inclusive lifelong learning;i) Ability to build from modules;j) Phased approach to qualification;k) Recognition of previous studies;l) Individualization and completeness, with an emphasis on knowledge, competencies and results |
| United Kingdom |
In the UK, vocational education and training is based on national occupational standards, on the basis of which national vocational qualifications are formed - this is a description of the evidence that a job applicant must collect and submit in order to prove his ability to comply with the activity standard set by the national occupational standard. The national standard of the profession is a description of the standard of activity expected from employees in the field of employment, which is also called the result. National Vocational Qualification (NVQ) clarifies the assessment of compliance with national standards; it also contains a number of assessment specifications describing what the student should achieve. Moreover, it is forbidden to put the NVQ. Currently, NVQ cover approximately 50% of all vocational qualifications awarded in the UK. In addition to them, there are general national vocational qualifications (GNVQ), as well as other qualifications in industries and at the level. |
| Germany |
Germany began creating NQS in 2006. A pilot project has been implemented to define vocational education and training standards based on competencies for a number of professions. Projects are also being carried out to test mechanisms for the recognition of learning outcomes in vocational education and training that provide access to higher education. One of the tasks of the NQS is to eliminate the barriers between the subsystems of education and training and develop more flexible forms of recognition (including non-formal and spontaneous learning). |
