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Development of NQF in Slovenia: Evolution in Bologna Reform Era

This article discusses the implementation of the National Qualifications Framework in Slovenia in the context of the Bologna reform. It explores key legislative changes, challenges in transitioning to new degree structures, and issues influencing the NQF's development. The gradual shift to a new degree structure, curricular reform considerations, and comparability of old and new degrees are examined. The article highlights the complexities and achievements in aligning Slovenia's education system with European standards.

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Development of NQF in Slovenia: Evolution in Bologna Reform Era

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  1. Development of NQF in SloveniaAn example of a “difficult practice” 2nd meeting of the Regional Network on Qualifications Frameworks for South East Europe 29 – 30 June 2009, Ljubljana

  2. Bologna reform: pace of legislative changes • Bologna Declaration, 1999 • Berlin Communiqué, 2003 • Act on recognition and validation of education, 2004 • Amendments to HEA, 2004 • National consultation on EQF, 2005 • Act on professional and academic titles, 2006 • Statistical classification KLASIUS, 2006 • Amendments to HEA, 2006 • Amendments to HEA, 2008

  3. Bologna reform:implementation of new degree structure • Gradual introduction of new degree structure – pre-reform and post-reform study programmes running in parallel until 2009/10 • Binary 1st cycle with university/academic and professional study programmes (180 – 240 ECTS) • Unitary 2nd cycle with Master study programmes (60 – 120 ECTS) • 3rd cycle – doctoral study programmes (180 ECTS)

  4. Study programmes and levels of education

  5. Bologna reform: issues influencing development of NQF Structural issues: • no prescription of unified model (3+2, 4+1, 5+0 models possible) • abolishment of Msc degree and Specialisation, unitary 2nd cycle • introduction of new one-tier Master degreefor regulated and special professions • comparability of old and new degrees concerning the level of education • gradual implementation of new programmes (co-existence of old and new degrees) • problems arising from transfers between pre-and post-reform programmes, access and admission to new cycles Curricular reform: • length of first degrees • relevance of first degrees

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