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Ljubljana, Univerzi v Ljubljani, 20.3.2013.

Croatian Qualifications Framework Law on the CROQF Prof. Dr. Mile Dželalija University of Split President of the MB of the Agency for Science and Higher Education (CROQF Committee; Nacional Bologna Experts). Ljubljana, Univerzi v Ljubljani, 20.3.2013. Croatian Qualifications frameworks

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Ljubljana, Univerzi v Ljubljani, 20.3.2013.

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  1. Croatian Qualifications Framework Law on the CROQF Prof. Dr. Mile DželalijaUniversity of SplitPresident of the MB of the Agency for Science and Higher Education(CROQF Committee; Nacional Bologna Experts) Ljubljana, Univerzi v Ljubljani, 20.3.2013.

  2. Croatian Qualifications frameworks • Motivation • Implementation of the EQF and QF-EHEA • Purpose • Law on the CROQF, and implementation

  3. Changes in society: • Average aging • Accession to the EU • Technological development: • new knowledge • new skills Need to adapt to changes How ? • Promoting citizens’ mobility • Facilitating their lifelong learning • Quality assurance • ?

  4. Promoting citizens’ mobility • Facilitating their lifelong learning • Quality assurance • ? This () includes: • Better integration of all stakeholders, and • Coordination of all activities What is needed? • Entirely understanding, as basis for integration and coordination, • Access, progression and award of qualifications adjust to: • Labour market needs, • Further education, • Other needs of individuals and society • Quality (fit to purpose, assessment, awarding/certification).

  5. Croatian Qualifications Framework (CROQF): • Means an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved, which aims: • to integrate and coordinatenational qualifications subsystems, and • to improve: • the transparency, access, progression, and quality of qualifications in relation to the labour market and civil society • (implicitly: awarding/certification, assessment and recognition – included)

  6. Implementation of two regional or meta-frameworks: • European Qualifications Framework for LLL • Qualifications Framework of the EHEA

  7. Regional frameworks: QF-EHEA European Caribbean Arab World Southest Asia Pacific Southern Africa

  8. NQF-1 NQF-2 EQF /QF-EHEA 10 7 8 9 6 7 8 6 5 7 6 5 5 4 4 4 Referencing and self-certification criteria and procedures Common principles for QA NQF-1 Referencing / Self-certification ? (for now: MT, IE, UK, FR, ..., HR, D, ... Feb 2013: 16 countries) 3 3 3 NQF-2 Referencing / Self-certification ? 2 2 2 1 1 1

  9. Referencing and Self-certification processes • Fulfilment of: • QF-EHEA Criteria (7) and Procedures (6) • EQF-LLL Criteria and procedures (10) • Common Principles for QA (9)

  10. Irish Presidency Conference: QA in QFs, Dublin, March 2013: • We encourage the Commission, the European Qualifications Framework (EQF) Advisory Group and the Bologna Follow Up Group (BFUG) to look at ways of facilitating greater dialogue between the main actors in Vocational Education and Training (VET) and Higher Education (HE) on the topic of quality assurance and qualifications frameworks. The EQF Advisory Group and the BFUG working group on structural reforms, in cooperation with ENQA and EQAVET, should review and make proposals to strengthen the common principles of quality assurance to be applied across HE and VET, such as found in Annexe 3 to the EQF Recommendation. • ... • 11. ...

  11. Regional qualifications frameworks (QF-EHEA + EQF-LLL) QF-EHEA and EQF-LLL criteria and procedures Common principles for QA National aspect: stakeholder involvement – fit to local context Croatian qualifications framework • Modernising universities and entire education system: • QA – Mutual trust on international and national level • Partnership with relevant stakeholders (LM, ...) • Expected and achieved learning outcomes • Fit to purpose (relevance), assessment, certification • Recognition and validation of NF and IF learning • Relevant PhDs (new jobs by research and innovation)

  12. Croatian Qualifications Framework 12 (sub)levels  10 (sub)levels  8 levels

  13. One report: • Self-certification – QF-EHEA • Referencing – EQF

  14. PROGRAMMES AGE EQF CROQF 8.2 8.2 8 8 26/27 POSTGRADUATE UNIVERSITY STUDY 8.1 8.1 25 GRADUATE UN. STUDY – SPEC. 7.2 7.2 7 7 24 23 7.1 7.1 GRADUATE SPEC. PROFESSIONAL STUDY GRADUATE UNIVERSITY STUDY 22 6 6 6 21 UNDERGRADUATE PROFESSIONAL STUDY UNDERGRADUATE UNIVERSITY STUDY 20 5 5 5.2 5.2 SHORT 19 Levels/sublevels proposal in 2006-2011 5.1 5.1 POST-SECONDARY VET 4 4 4.2 4.2 STATE MATURA EXAMS 19 5-Y VET 18 4.1 4.1 GENERAL EDUCATION IN SECONDARY SCHOOL (GYMNASIUM) 4-Y VET 17 3- 3,5-Y VET 2-Y VET 16 3 3 3 1-Y 15 2 2 2 14 1 1 1 13 12 11 PRIMARY EDUCATION 10 9 8 7 6 PRESCHOOL EDUCATION AND CARE PROGRAMMES

  15. PROGRAMMES AGE EQF CROQF 8.2 8.2 8 8 26/27 POSTGRADUATE UNIVERSITY STUDY 8.1 8.1 25 GRADUATE UN. STUDY – SPEC. 7.2 7 7 24 23 7.1 GRADUATE SPEC. PROFESSIONAL STUDY GRADUATE UNIVERSITY STUDY 22 6 6 6 21 UNDERGRADUATE PROFESSIONAL STUDY UNDERGRADUATE UNIVERSITY STUDY 20 5 5 5.2 SHORT 19 5.1 POST-SECONDARY VET 4 4 4.2 4.2 STATE MATURA EXAMS 19 5-Y VET 18 4.1 4.1 GENERAL EDUCATION IN SECONDARY SCHOOL (GYMNASIUM) 4-Y VET 17 3- 3,5-Y VET 2-Y VET 16 3 3 3 1-Y 15 2 2 2 14 1 1 1 13 12 11 PRIMARY EDUCATION 10 9 8 7 6 PRESCHOOL EDUCATION AND CARE PROGRAMMES

  16. One report: • Self-certification – QF-EHEA • Referencing – EQF ? April 2013

  17. CROQF: • One common NQF: • Partnership of all relevant stakeholders, • Reflecting education system in Croatia, • Reforming the system (LO, QA, RPL); • Learning outcomes, credits and unit based NQF; • Descriptors – (domains similar as in the EQF) dynamic combination of: • Knowledge; • Skills (cognitive, practical, social); • Associated autonomy and responsibility; • Levels (and sub-levels): • Levels – stable structure (8); • Sub-levels (+2; national interests) – descriptors as for levels; • Additional requirements (entry and volume).

  18. CROQF and Qualifications: • All types: • HE (academic and professional); VET; General (state examination, ...); • All classes: • Complete / full • Partial “small” (supplementary, special purpose, ...) • All types of learning: • formal, • non-formal, informal – equal value – validation/assessment • “Old”, existing and new qualifications • Quality Assured – competent authority – QA agency(-ies)

  19. CROQF – Quality Assurance

  20. LM NEEDS (and other needs of individuals and society) OCCUPATIONAL STANDARDS QUALIFICATIONS STANDARDS NON-FORMAL and INFORMAL LEARNING CURRICULA /PROGRAMMES (including ASSESSMENT and CERTIFICATION) EMPLOYABILITY SOCIAL INCLUSION QUALIFICATION

  21. Units of Learning outcomes Qualifications standards Occupational standards Validation of non-formal and informal learning (equal value) Programmes for assessment of LO Programmes for certification of qualifications Quality assurance

  22. Role of the CROQF Register: • Quality assurance • Standards for assessment and certification of qualifications • Link to the EQF • Relevance of qualifications • Labour market, further education, ... (similar in the ESCO) • Validation of (knowledge, skills and competence achieved by) non-formal and informal learning • Equal value

  23. ESCO

  24. ESCO Units of LO Units of LO

  25. Benefits for individuals and society

  26. Students: • Transparent access and progression; • Quality and relevance of their learning; • Internationally and nationally recognised qualifications – easier to get a job or further education; • Employees: • Promotion and LLL; RPL; • Employers: • Study programmes linked to LM needs (occupational standards) • Competent work force; New technology to new jobs (PhDs) • HEIs: • Coherent education system; • Competent teachers and assessors; institutions; • RPL; • Society as a whole: • A proud, learning nation with the ability to adapt to change; social inclusion

  27. Challenges and opportunities

  28. Stakeholders involvement from the beginning; • Very slow, but transparentprocess;Reforming framework – not easy to implement; • Law on the CROQF (Feb 14, 2013.; by-laws) • Reforms and modernisation (LO Unit-based framework): • Link between qualifications and occupations; • Common QA system; • RPL – with an equal value as to formal learning; • Improve access and progression of individuals; • Set no formal dead ends and barriers for further learning; • Open higher level qualifications for adults; • Open vocationally and professionally oriented qualifications at higher level – depending on labour market needs; • Opportunities • Individual, institutional, national and international

  29. Law on the CROQF • General (concepts, aims, principles,) • Classification of qualifications (qualifications, learning outcomes, workload/volume, levels, ...) • Implementation (coordination, National council, Ministries, sectoral councils) • Quality assurance of the implementation (Register, ...) • Recognition and validation of NF-IF • Link to the EQF/QF-EHEA • Descriptors • Pravilnik o Registru(quality assurance) • Pravilnik o priznavanjuneformalnogiinformalnogučenja • AZVO (Agency for Science and HE), ...

  30. THANK YOU FOR YOUR ATTENTION ! Prof. Dr. Mile Dželalija mile@pmfst.hr

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