Qualification Frameworks in EHEARegional seminar on Qualification Framework

10 -11 November 2011

Vera StastnaCharles University, PragueVera.Stastna@ruk.cuni.cz

>Bologna Process● started at Sorbonne University (1998) and in

Bologna (1999)● aims at more competitive and attractive higher

education system in Europe– Common principles– Harmonised architecture– Commonly defined and used instruments– Shift in paradigm (student centred learning and

lifelong learning concept)

European Higher Education Area

>European Higher Education Area (EHEA) was launched at the Budapest – Vienna ministerial conference on 11-12 March 2010

Existing (transparency) tools in the Bologna Process> Learning outcomes> ECTS> Quality Assurance > Qualification Frameworks

●Meta frameworks at European level – ECTS is key element for 1st and 2nd cycle; 3rd cycle discussion

●National level qualification framework – can contain more detailed national credit arrangements

> Diploma Supplement

>Mutually interlinked

> Lisbon Recognition Convention

Student- centred learning

Student- centred learning

EmployabilityEmployability

Learning outcomes –

delivery assessment

Learning outcomes –

delivery assessment

STPEHEN ADAM: stephenadam@orange.fr

RANKINGS ?RANKINGS ?

CONTEXT:• Growth in demand• Constrained funding• Demographic change• Increased competition• Globalisation

INTEGRATED TOOLS!

Qualification in EHEA• The main end product of the Bologna reforms is better

qualification – based on learning outcomes;– transparent; – more tailor made to the needs of diversified groups students;– better organisation of the programme; … and not just new educational structures

• Multi-dimensional entity – it is not possible to isolate its particular dimensions– Level of the qualification (Bachelor, Master, doctoral)– Profile– Learning outcomes + Student assessment– Workload–ECTS credits – credits are allocated to learning outcomes

(not vice-versa)– Quality assurance

• Ballance needed• There might be different and flexible paths to reach the

qualification

„Meta-Frameworks“ at European level (1)> Overarching Qualification Framework for European

Higher Education Area (QF-EHEA)● ECTS credits associated with

─ 1st cycle (usually called Bachelor): 180 – 240 ECTS; (according to national context „short cycle“ within the 1st cycle – 120 ECTS)

─ 2nd cycle (usually called Master): 90-120 ECTS, minimum 60 ECTS gained at Master's level

─ 3rd cycle (doctoral degree): 3-4 standard years of duration (no credit points agreed, some countries, some HEIs use them as well)

> European qualification framework for LLL (EQF)– European Union– 8 levels– No credit ranges– Creation of NQF is recommended – Referencing to EQF (NQF or

national system)> National level qualification framework – can contain

more detailed national credit arrangements > High potential for recognition of prior learning;

lifelong learning concept

„Meta-Frameworks“ at European level (2)

7

EQF Level QF-EHEA Cycle

1 -

2 -

3 -

4 -

5

1

(„Short cycle qualification“ within the 1st cycle120 ECTS credits)

6 180-240 ECTS credits

7 260 – 180 ECTS credits, usually 90-180 ECTS,

And in parallel 60 ECTS credits should obtained at the 2nd cycle level

8 3 No credits ranges specified; 3-4 standard years (ftll-time delivery mode)

POTENTIAL BENEFITS (Eropean Commission)(List from EQF Note 2: by Jens Bjornavold (Cedefop) and Mike Coles (UK). February 2010)

1 Increased consistency of qualifications2 Better transparency for individuals and employers3 Increased currency of single qualifications4 A broader range of learning forms are recognised5 A national/external reference point for

qualifications standards6 Clarification of learning pathways and

progression7 Increased portability of qualifications8 Acting as a platform for stakeholders for

strengthening cooperation and commitment9 Greater coherence of national reform policies 10 A stronger basis for international co-operation,

understanding and comparison

• Any advantages of the QF-EHEA can become reality only if there are national frameworks for qualifications established and the relation between the national levels and European levels have been clearly defined, described and validated in a trustful, internationally recognised way.

10

NQF QF - EHEA

closest to the operational reality; it allows for description of all specificities within the national system more detailed, could obtain more levels

provides the broad structure within which national qualifications frameworks will be developed and allows diversity within these limits

owned by national system facilitates movement between systems

ultimately determines what qualifications learners will earn

ensures compatibility among different national frameworks for qualifications – serves as a “translation tool”

describe the qualifications within a given education system and how they interlink

presents a common face of “Bologna/EHEA qualifications” to the rest of the world

• Important tool, however only a tool. The vision of what system we want is needed!

• Establishment of National qualification frameworks - to basic functions– Transparency tool describing the systém– Instrument for change

• Curriculum reform (learning outcomes)• Qualification structure

10 steps towards National Qualification Frameworks

Step 1. Decision to start developing the NQF has been taken by the national body responsible for HE and/or the minister

Step 2. The purpose(s) of the NQF have been agreed and outlinedStep 3. The process of developing the NQF has been set up, with stakeholders

identified and committee(s) established Step 4. The level structure, level descriptors (learning outcomes), and credi ranges

have been agreedStep 5. Consultation / national discussion has taken place and the design o the

NQF has been agreed by stakeholders Step 6. The NQF has been adopted in legislation or in other high level policy Step 7. Implementation of the NQF has started with agreement on the roles and

responsibilities of HE institutions, QA agency (ies) and other bodiesStep 8. Study programmes have been re-designed on the basis of the LOs included

in the NQFStep 9. Qualifications have been included in the NQFStep 10. The Framework has self-certified its compatibility with the European

Framework for HE

Qualification frameworks• National qualifications frameworks are promoted by Bologna (widely spread –

also countries outside Bologna family) • Designed to help classify, explain, show relationships and establish standards

(accountability) between different qualifications• They can do much more including:

– help modernise education; – improve recognition and mobility; – improve access and social inclusion; – help adjust to demographic change – lifelong learning perspective; – direct the development of qualifications; – improve transparency and accountability; – enhance flexibility

• All countries already have implicit qualifications frameworks but they can often be chaotic, unsystematic and confusing – MORE OVER the systems have been changing, offering more possibilities, however they become more complicated and less understandable for users

• Countries should not lose sight of what they want their NQF to achieve and that this is reflected in their design

– Just a transparency tool– Means of reform initiatives - carefully consider their value added

Bologna Process – Stocktaking 2012Green10 countries

Step 10. The Framework has self-certified its compatibility with the European Framework for HE

Light green

11 countries

Steps 7-9.9. Qualifications have been included in the NQF, 8. Study programmes have been re-designed on the basis of the LOs included in the NQF, 7. Implementation of the NQF has started with agreement on the roles and responsibilities of HE institutions, QA agency (ies) and other bodies

Yellow

17 countries

Steps 5-6. 6. The NQF has been adopted in legislation or in other high level policy 5. Consultation / national discussion has taken place and the design of the NQF has been agreed by stakeholders

Orange2 countries

Step 4. The level structure, level descriptors (learning outcomes), and credit ranges have been agreed,

Red

3 countries

Step 3. The process of developing the NQF has been set up, with stakeholders identified and committee(s) established Step 2. The purpose(s) of the NQF have been agreed and outlined Step 1. Decision to start developing the NQF has been taken by the national body responsible for HE and/or the minister

> Main end product of the Bologna reforms are better qualifications based on learning outcomes and certainly not just new educational structures (ECTS, QF, etc.);

> One of the main goals of Bologna Process is free movement; necessary (pre)condition is fair and smooth recognition!

> Existing tools Learning outcomes, ECTS, Quality Assurance, Qualification Frameworks, Diploma Supplement are mutually interlinked; have to be implemented in one system;

> Not to interchange goals and tools!

Some thoughts at the end

> Bottom-up reform (academics are responsible for creating and maintaining qualifications) requiring fundamental changes of attitude at the institutional level;

> Stakeholder involvement (incl. students and employers)- necessary for better qualifications as well as for recognition outside academia

> Implementation needs UNDERSTANDING, COMMITMENT and TIME.

Here we are now

And this is hopefully the future Thank you for your attention!