Qualification Frameworks in EHEA

1. Qualification Frameworks in EHEA Regional seminar on Qualification Framework 10 -11 November 2011 Vera Stastna Charles University, Prague Vera.Stastna@ruk.cuni.cz

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

3. 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

4. STPEHEN ADAM: stephenadam@orange.fr Integrated Tools! • CONTEXT: • Growth in demand • Constrained funding • Demographic change • Increased competition • Globalisation RANKINGS ? Student- centred learning Employability Learning outcomes –delivery assessment

5. Themain 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 Qualification in EHEA

6. „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

7. „Meta-Frameworks“ at European level (2) 7

8. Increased consistency of qualifications Better transparency for individuals and employers Increased currency of single qualifications A broader range of learning forms are recognised A national/external reference point for qualifications standards Clarification of learning pathways and progression Increased portability of qualifications Acting as a platform for stakeholders for strengthening cooperation and commitment Greater coherence of national reform policies A stronger basis for international co-operation, understanding and comparison POTENTIAL BENEFITS (Eropean Commission)(List from EQF Note 2: by Jens Bjornavold (Cedefop) and Mike Coles (UK). February 2010)

9. 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.

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11. 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

12. Step1. Decision to start developing the NQF has been taken by thenational body responsible for HE and/or the minister Step 2. The purpose(s) of the NQF have been agreed and outlined Step3. The process of developing the NQF has been set up, withstakeholders identified and committee(s) established Step 4. The level structure, level descriptors (learning outcomes), and crediranges have been agreed Step 5. Consultation / national discussion has taken place and the design othe NQF has been agreed by stakeholders Step6. 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 bodies Step 8.Study programmes have been re-designed on the basis of the LOs included in the NQF Step 9. Qualifications have been included in the NQF Step 10.The Framework has self-certified its compatibility with the European Framework for HE 10 steps towards National Qualification Frameworks

13. 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 Qualification frameworks

14. Bologna Process – Stocktaking 2012

15. 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 Supplementare 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.

16. Here we are now

17. And this is hopefully the futureThank you for your attention!