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For learning and competence
(Finnish) Higher Education Qualifications Framework
Carita Blomqvist
2 For learning and competence
Outline
Background (Bologna Process) National working group and its work Previous, parallel and future processes in
Finland Contents of the report Next steps Overarching framework for qualifications
of the European Higher Education Area Compatibility
3 For learning and competence
Berlin Communiqué 2003
”Ministers encourage member states to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile.”
4 For learning and competence
Berlin Communiqué 2003”Within such frameworks, degrees should
have different defined orientation and various profiles in order to accommodate a diversity of individual, academic and labor market needs. First cycle degrees should give access, in the sense of Lisbon Recognition Convention, to second cycle programs. Second cycle degrees should give access to doctoral studies.”
5 For learning and competence
National qualifications framework
Owned by national system, in many cases based on national legislation
Determines what qualifications learners will earn
Make explicit the purpose and aim of qualifications
Link to quality assurance
6 For learning and competence
National qualifications framework
Transparency: describes in a systematic and coherent way all qualifications, the interaction between qualifications and the possibilities for movement between qualifications in all directions
Makes it easier to earn qualifications in a variety of ways
Focus on outcomes, from procedure to content
7 For learning and competence
National qualifications framework
Main elements:
Cycles (Levels)
Workload and credits
Profile: academic/professional
Learning outcomes
Competences
8 For learning and competence
Learning outcomes
Statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning
Focus on achievements
Paradigm shift from teaching to learning
9 For learning and competence
Higher Education Qualifications Framework in Finland
National working group appointed by the Ministry of Education in May 2004
Proposal ready in February 2005
Chaired by the Ministry of Education
Two secretaries
10 For learning and competence
Higher Education Qualifications Framework in Finland
Permanent participants: Ministry of Education, universities, polytechnics, (academics and administration), student organizations, quality assurance, ISCED, National Board of Education (ENIC)
Other: social partners, higher education institutions which are not supervised by the Ministry of Education (Police Polytechnic, National Defence College)
11 For learning and competence
Previous, parallel and future processes Preparations for new degree structure started
fall 2003
2003-2007 funding from the Ministry of Education to higher education institutions for planning and implementing the reform
- field-specific coordination groups, chaired by academics
- analysis of the study programs
- planning and revising/renewal of core contents
12 For learning and competence
Previous, parallel and future processes
- special group for language teaching
- defining requirements, aims (and learning outcomes)
- transfer to ECTS-equivalent credit system
2005-2007:
- guidance and counselling of students (personal study plans)
- development projects
2009: evaluation of the degree reform
13 For learning and competence
Proposal for the Finnish Framework
Ownership
Public understanding
Writing process/background material used:
- Legislation, what does it say? Aims of the degrees
- Studying the course descriptions, curricula etc.
- Discussions with experts
14 For learning and competence
Proposal for the Finnish framework Contents of the report:
- national and international background and experience
- need and purpose of the framework
- classification systems (ISCED, EU Directives)
- short description of some other frameworks
- proposal for the Finnish framework
15 For learning and competence
Proposal for the Finnish Framework
Finnish context:
- legislation
- steering/governance and development of higher education system
- quality assurance
- diagram, charts
16 For learning and competence
Doctoratec. 4 years
UniversitiesAcademically -oriented degrees
PolytechnicsProfessionally -oriented degrees
Master's 90 - 120 creditsSecond
cycle
Master's60 - 90 credits
Bachelor's210 - 240 credits
First cycle Bachelor's180 - 210 credits
Third cycle
Upper secondary education at least 12 years of schooling
Work experience
17 For learning and competence
Formal aspects of the degrees
For first cycle (polytechnic, university), second cycle (polytechnic, university) and doctoral
- access requirement (s)
- workload (credits and years), final thesis/work
- access to further study
- professional status/competence
- profile
18 For learning and competence
Learning outcomes
For first cycle (polytechnic, university), second cycle (polytechnic, university) and doctoral degrees
Main division:
-knowledge
-skills
-competences
19 For learning and competence
Learning outcomes
Knowledge
- breadth and depth
Skills
- language and communication skills
Competences
- cognitive, professional and ethical
20 For learning and competence
Proposal for the Finnish Framework
Consultations- Written statements from stakeholders
requested- 60 statements received, summarized in
one document- Seminars on different cycles and
aspects, e.g. on doctoral degrees, labor-market relevance of first (and second) cycle qualifications
21 For learning and competence
How to use the Framework?
- Further field-specific work
- Joint degrees
- Diploma Supplement
- Lifelong Learning, Accreditation of Prior Learning
Amendments and decision of the Ministry of Education in 2006?
Maintenance and development
22 For learning and competence
Overarching EHEA framework
- An overarching framework that makes transparent the relationship between national higher education frameworks of qualifications and the qualifications they contain.
- An articulation mechanism between national frameworks
23 For learning and competence
Overarching EHEA framework Three cycles of qualifications (sometimes
additional cycle within the 1st cycle)
Descriptors of qualifications and learning outcomes: generic, not subject-specific
Credit ranges in ECTS: 1st cycle: 180-240; 2nd cycle: 90-120 (minimum 60 credits at 2nd cycle level)
24 For learning and competence
Bergen Communiqué 2005“We adopt the overarching framework
for qualifications in the EHEA, comprising three cycles, generic descriptors for each cycle based on learning outcomes and competences, and credit ranges in the first and second cycles. We commit ourselves to elaborating national frameworks fro qualifications compatible with the overarching framework for qualifications in the EHEA by 2010 and having started work on this by 2007.”
25 For learning and competence
EHEA – national framework
Compatibility of the Finnish framework with the overarching framework
Criteria for the verification/self-certification process have been proposed
26 For learning and competence
More information www.minedu.fi www.oph.fi/info/recognition [email protected] www.dfes.gov.uk/bologna www.bologna-bergen2005.no http://www.relint.deusto.es/TuningProject/
index.htm http://www.let.rug.nl/Tuning/Project/index.htm