QUALIFICATIONS FRAMEWORKS AND QUALIFICATIONS FRAMEWORKS AND RECOGNITION IN THE EUROPEAN HIGHER RECOGNITION IN THE EUROPEAN HIGHER

EDUCATION AREAEDUCATION AREA

Meeting of Asian and European RectorsMeeting of Asian and European Rectors

Berlin, October 27 – 29, 2008Berlin, October 27 – 29, 2008

Sjur BerganSjur Bergan

Council of EuropeCouncil of Europe

WHY ARE QUALIFICATIONS WHY ARE QUALIFICATIONS IMPORTANT?IMPORTANT?

Knowledge society requires qualificationsKnowledge society requires qualifications Competences important for modern societyCompetences important for modern society From procedures and formalities toward contentsFrom procedures and formalities toward contents Emphasis on learning outcomes – what you know, Emphasis on learning outcomes – what you know,

understand and are able to do.understand and are able to do.– NB Knowledge without understanding can be dangerousNB Knowledge without understanding can be dangerous

Attitudes are also important – cf. democratic Attitudes are also important – cf. democratic cultureculture

BROADER BACKGROUNDBROADER BACKGROUND

Increased mobilityIncreased mobility Increased emphasis on recognition of Increased emphasis on recognition of

qualifications for mobility - and as an qualifications for mobility - and as an individual rightindividual right

Increasing demands on public Increasing demands on public authorities and institutionsauthorities and institutions

TransparencyTransparency Increasing diversity of HE?Increasing diversity of HE?

WHAT IS A QUALIFICATION?WHAT IS A QUALIFICATION?

A name?A name?– Ph.DPh.D– DoktorsexamenDoktorsexamen– Dr. art.Dr. art.– Doktor naukDoktor nauk– Kandidat naukKandidat nauk– DoctorandusDoctorandus

Time spent at university?Time spent at university?– Four years good, two years bad?Four years good, two years bad?

QUALIFICATIONS: A COMPLEX QUALIFICATIONS: A COMPLEX PHENOMENONPHENOMENON

QualityQuality WorkloadWorkload LevelLevel ProfileProfile Learning outcomesLearning outcomes

WHAT IS A QUALIFICATIONS WHAT IS A QUALIFICATIONS FRAMEWORK?FRAMEWORK?

Description of all qualifications in a given Description of all qualifications in a given (higher) education system(higher) education system

Description of how these qualifications Description of how these qualifications articulatearticulate

Description of how learners can move Description of how learners can move between qualifications within a systembetween qualifications within a system

Description understandable to informed Description understandable to informed foreignersforeigners

Description of learning outcomesDescription of learning outcomes

QF AND THE EHEAQF AND THE EHEA

Global dimension:Global dimension:– origin: Australia, New Zealand, South Africaorigin: Australia, New Zealand, South Africa

National qualifications frameworks in place National qualifications frameworks in place in some “Bologna” countries before 2003in some “Bologna” countries before 2003

Request by Ministers in Berlin 2003 for Request by Ministers in Berlin 2003 for ““overarching framework of qualifications for overarching framework of qualifications for the European Higher Education Area”the European Higher Education Area”

MINISTERS IN BERGEN 2005 AND MINISTERS IN BERGEN 2005 AND LONDON 2007LONDON 2007

We have an overarching framework We have an overarching framework (adopted in Bergen 2005)(adopted in Bergen 2005)

We will develop national frameworks We will develop national frameworks compatible with the EHEA framework by compatible with the EHEA framework by 20102010

This is a steep challenge and we need some This is a steep challenge and we need some coordination even if QFs are ultimately a coordination even if QFs are ultimately a national responsibilitynational responsibility

FRAMEWORKS AND FRAMEWORKS AND FRAMEWORKFRAMEWORK

National frameworkNational framework closest to the operational closest to the operational

realityreality owned by national systemowned by national system ultimately determines what ultimately determines what

qualifications learners will qualifications learners will earn earn

describe the qualifications describe the qualifications within a given education within a given education system and how they system and how they interlink interlink

EHEA frameworkEHEA framework facilitates movement facilitates movement

between systems between systems face of “Bologna face of “Bologna

qualifications” to the rest of qualifications” to the rest of the world the world

provides the broad provides the broad structure within which structure within which national qualifications national qualifications frameworks will be frameworks will be developed (“outer limits” developed (“outer limits” for diversity)for diversity)

BASIS FOR DIALOGUEBASIS FOR DIALOGUE

Dialogue around the concept of qualificationsDialogue around the concept of qualifications Make QFs a frame for making sense of diversity Make QFs a frame for making sense of diversity

rather than bureaucratic straightjacketrather than bureaucratic straightjacket Develop focus on learning outcomesDevelop focus on learning outcomes Divert attention from systems and procedures to Divert attention from systems and procedures to

content and outcomescontent and outcomes Make rational use of QFs: HEIs, program design, Make rational use of QFs: HEIs, program design,

QA, recognitionQA, recognition

BASIS FOR COOPERATIONBASIS FOR COOPERATION

How do we see the concept of qualifications?How do we see the concept of qualifications? What are our criteria and procedures for recognition?What are our criteria and procedures for recognition? What are valid reasons for non-recognition (“substantial What are valid reasons for non-recognition (“substantial

differences”)? differences”)? How can we establish and train national information How can we establish and train national information

centers?centers? How can we share experience?How can we share experience? How can we make QFs a useful instrument and not just a How can we make QFs a useful instrument and not just a

bureaucratic device?bureaucratic device? How can we consider foreign qualifications with the same How can we consider foreign qualifications with the same

broad mind with which we would like our own qualifications broad mind with which we would like our own qualifications to be considered abroad?to be considered abroad?

THE BROADER ISSUETHE BROADER ISSUE

Qualifications for what purposes?Qualifications for what purposes?– Preparation for the labor marketPreparation for the labor market– Preparation for citizenshipPreparation for citizenship– Personal developmentPersonal development– Broad, advanced knowledge baseBroad, advanced knowledge base

What kind of education do we need? =What kind of education do we need? = What kind of society do we want?What kind of society do we want?

– (Eugenio Tironi)(Eugenio Tironi)