Bologna instruments in the Czech Republic: National qualification framework

1. Bologna instruments in the Czech Republic: National qualification framework Regional seminar on Qualification Framework 10 – 11 November 2011 Bishkek Vera Stastna Charles University, Prague Vera.Stastna@ruk.cuni.cz

3. Individual national Project (European Social Fund) called Q-Ram It partly codifies status quo, partly modification instrument Reform of tertiary professional education – short cycle qualification to be established Modernisation of HE degrees To frame all levels of tertiary education – transparancy of the system (tertiary vocational and higher education): HE almost 9 000 accredited degree specialisations almost 8 000 provided by HEIs More than 1 000 accredited in cooperation with TPSs (bachelor level) Academy of science (doctoral level) TVE- about 360 programmes. No single system NQF – Czech Republic

4. 3 levels of descriptors National descriptors – based on Dublin descriptors and descriptors of EQF Descriptors for fields of studies Degree programmes described by the methodology of LOs Methodology for implementation of the NQF TE at HEIs Pilot phase will be finished soon- great interest of institutions National qualification framework for tertiary education (NQF-TE)

5. National descriptors Derived from the Dublin descriptors and descriptors for EQF Approved by the Ministry of education in November 2010– considered minimum level Descriptors for fields of studies – under development – considered a benchmark At present there are about 40 fields of study defined by the project (still under discussion) The descriptors for the fields of studies should be used mainly at national level for accreditation process - shift form programme accreditation towards field of study accreditation Degree programmes described by the methodology of LOs Together with the field of study level benchmarks used for accreditation viewed as a threat from the side HEIs – curriculum reform National qualification framework for tertiary education (NQF-TE)

6. 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 NQF

7. Development the NQF – longer time The status of the Czech Republic – between the step 6: The NQF has been adopted in legislation or in other high level policy (adopted by the Ministry of Education) and step 7: Implementation of the NQF has started with agreement on the roles and responsibilities of HE institutions, QA agency(ies) and other bodies (pilot implementation within Q-Ram) Two steps that need time and a lot of discussions with stakeholders still ahead – most important: Step 8:Study programmes have been re-designed on the basis of the LOs included in the NQF Step 10:The Framework has self-certified its compatibility with the European Framework for HE At the time being referencing of the national qualification system to the EQF Where we are?

8. Clearly defined responsibilities of the relevant institutions; Clear and demonstrable link between EQF levels and national qualification levels; The principle of learning outcomes; Transparent inclusion of qualifications in the educational and qualifications system; Quality assurance consistent with European principles; Agreement of the quality assurance bodies; Participation of international experts; Writing of the referencing report and certification; Publication of the report on the web; Listing of EQF level on all diplomas and qualification certificates 10 criteria to reference the national system (framework) to EQF

9. The Referencing Report : Decisionof the Cabinet of the Czech Republicmeeting on 20 July 2011, no. 557on the National Referencing Report of the Czech Republic The Cabinet I. approves the National Referencing Report of the Czech Republic, contained in Part III, ref. no. 700/11 (hereinafter refered to as the Report); II. entrusts the Minister of Education, Youth and Sports with submitting the Report to the European Commission by 31 December 2011; III. orders the Minister of Education, Youth and Sports to keep the Report up to date and to make the latest version publicly available in electronic format. To be implemented by: the Minister of Education, Youth and Sports Karel Schwarzenberg First Deputy Prime Minister, standing in forthe Prime Minister Petr Nečas Referencing thenational system to the European Qualification Framework for Lifelong Learning

10. Important ConsequenceIf referencing of the Czech HE system is completed successfully (expected in December 2012) It is suggested to extent the information in part 3.1. just adding the level of EQF Higher Education/Vysokoškolské vzdělání, Bachelor's studies/Bakalářské studium, level of the European Qualification Framework for Lifelong Learninh - 6/ úroveň Evropského rámce kvalifikací pro celoživotní vzdělávání - 6

11. Important for recognition Important to be on map ENIC Network: http://www.enic-naric.net/

12. Comparison of leaning outcomes for bachelor’s programmes with QF EHEA and EQF descriptors Bachelor’s study programmes are described as follows in the Higher Education Act: Section 45 (1): “Bachelor’s study programmes focus on preparation for performing an occupation and for subsequent studies in a master’s programme. Bachelor’s study programmes directly utilize current knowledge and methods; they also include theoretical knowledge in the scope required.”

13. Comparison of leaning outcomes for master’s programmes with QF EHEA and EQF descriptors Master’s study programmes are described in Section 46 (1) of the Higher Education Act: (1) “Master’s study programmes focus on acquiring theoretical knowledge based on the current state of scientific knowledge, research and development, on mastering their application and developing an aptitude for creative work; in the field of fine arts, master’s programmes focus on specialized artistic training and developing of the students’ talents.”

14. Comparison of leaning outcomes for doctoral programmes with QF EHEA and EQF descriptors Doctoral study programmes are described in Section 47 (1) of the Higher Education Act: Doctoral degree programmes are aimed at scientific research and independent creative activities in the area of research or development, or independent theoretical and creative activities in the area of the fine arts. Doctoral studies are completed with a doctoral state examination and the defence of a doctoral thesis. These are intended to show the ability of the candidate to carry our independent activities in the area of research or development, or independent theoretical and creative artistic activities. The thesis must contain original as well as published results or results accepted for publication

16. At all HEIs the degree programmes were restructured according to the Bologna scheme Time to evaluate how this restructuralisation how successful it was? LOs(including standards for students´ assessment)+ECTS methodology could improve evaluation of degree programmes how the programmes serve the needs of students (emancipation of students – more flexibility, more responsibility), how they serve the labour market requirements If defined rightly they help innovation of degree programmes diversification of study offer – for future some appropriate modules could happen a partial qualification recognised by the labour market (developed in collaboration with employers) Could improve drop-out – when students leave institution without any degree as well as without a certificate Improved methodology of internal evaluation of degree programmes Curricular reform - Learning outcomes and ECTS – possibilities

17. LOs, rightly defined, could enable defining set of standards against which the informal/non-formal learning could be validated for further study purposes Basic frame at national level Recognition in autonomous competency of HEIs (in the Czech system of public HEIs) It has to be accompanied by further steps – clearly defined procedures included in the internal regulations of HEIs LOs+ECTS + QF = possibility for recognition of prior learning

18. Thank you for your attention