QUALIFICATIONS FRAMEWORKS IN THE QUALIFICATIONS FRAMEWORKS IN THE EUROPEAN HIGHER EDUCATION AREA: EUROPEAN HIGHER EDUCATION AREA:

DEVELOPMENTS AND OVERVIEW OF THE DEVELOPMENTS AND OVERVIEW OF THE ISSUESISSUES

Launching meeting for a South East Launching meeting for a South East European QF networkEuropean QF network

Cetinje, July 8 - 9Cetinje, July 8 - 9, 2008 , 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

A NUMBER OF YEARS AT A NUMBER OF YEARS AT SCHOOL?SCHOOL?

REALLY?REALLY?

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

QF AND BOLOGNAQF AND BOLOGNA

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”

Report of the European Framework Report of the European Framework groupgroup

Link:Link: http://www.bologna-berhttp://www.bologna-ber

gen2005.no/Docs/00-gen2005.no/Docs/00-Main_doc/050218_QFMain_doc/050218_QF_EHEA.pdf_EHEA.pdf

BERGEN COMMUNIQUEBERGEN COMMUNIQUE

““We [i.e. Ministers] adopt the overarching framework for We [i.e. Ministers] adopt the overarching framework for qualifications in the EHEA, comprising three cycles qualifications in the EHEA, comprising three cycles (including, within national contexts, the possibility of (including, within national contexts, the possibility of intermediate qualifications), generic descriptors for each intermediate qualifications), generic descriptors for each cycle based on learning outcomes and competences, and cycle based on learning outcomes and competences, and credit ranges in the first and second cycles. credit ranges in the first and second cycles.

We commit ourselves to elaborating national frameworks We commit ourselves to elaborating national frameworks for qualifications compatible with the overarching for qualifications compatible with the overarching framework for qualifications in the EHEA by 2010, and to framework for qualifications in the EHEA by 2010, and to having started work on this by 2007”.having started work on this by 2007”.

LONDON COMMUNIQUELONDON COMMUNIQUE

QFs important instruments for comparability within the EHEA QFs important instruments for comparability within the EHEA and facilitating movement within, as well as between, HE and facilitating movement within, as well as between, HE systems;systems;

some initial progress made towards the implementation of some initial progress made towards the implementation of national QFs, but much more effort is requirednational QFs, but much more effort is required

ask the Council of Europe to support the sharing of experience in ask the Council of Europe to support the sharing of experience in the elaboration of national qualifications frameworkthe elaboration of national qualifications framework

National QFs compatible with the EHEA framework will also be National QFs compatible with the EHEA framework will also be compatible with the EQFcompatible with the EQF

EHEA framework central element of the promotion of European EHEA framework central element of the promotion of European higher education in a global context.higher education in a global context.

BERGEN AND LONDON BERGEN AND LONDON ESSENTIALSESSENTIALS

We have an overarching frameworkWe have an overarching framework We will develop national frameworks by We will develop national frameworks 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 facilitate movement facilitate 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 developed

OVERACHING AND NATIONAL OVERACHING AND NATIONAL FRAMEWORKSFRAMEWORKS

EHEA framework described the “outer limits” EHEA framework described the “outer limits” within which national frameworks should be within which national frameworks should be situated;situated;

Allows for diversity within those limits;Allows for diversity within those limits; Ensures compatibility between national Ensures compatibility between national

frameworksframeworks Presents “common face” (important in a Presents “common face” (important in a

global setting)global setting)

EHEA AND EQFEHEA AND EQF

EHEA framework adopted 2005, EQF EHEA framework adopted 2005, EQF 2007/20082007/2008

EHEA for HE, EQF for lifelong learningEHEA for HE, EQF for lifelong learning Compatible but not identicalCompatible but not identical Possible to develop national frameworks Possible to develop national frameworks

compatible with bothcompatible with both Cooperation between the two overarching Cooperation between the two overarching

frameworksframeworks

DEVELOPING NATIONAL DEVELOPING NATIONAL FRAMEWORKSFRAMEWORKS

Commitment by all Ministers of the Bologna Commitment by all Ministers of the Bologna ProcessProcess

Compatible with EHEA frameworksCompatible with EHEA frameworks Should be done by 2010, but also needs to Should be done by 2010, but also needs to

be done wellbe done well Requires broad consultation within the Requires broad consultation within the

countrycountry Take account of the experience of other Take account of the experience of other

countriescountries

DEVELOPING NATIONAL DEVELOPING NATIONAL FRAMEWORKS: 10 STEPSFRAMEWORKS: 10 STEPS

Decision to start: Taken by the national body responsible for higher Decision to start: Taken by the national body responsible for higher education education (minister?)(minister?)   

Setting the agenda: (see WG-Report nr. 1 (section 2.3))Setting the agenda: (see WG-Report nr. 1 (section 2.3))   

Organizing the process: Identifying stakeholders; setting up a Organizing the process: Identifying stakeholders; setting up a committee/WGcommittee/WG   

Design Profile: Level structure, Level descriptors (learning outcomes), Design Profile: Level structure, Level descriptors (learning outcomes), Credit rangesCredit ranges   

Consultation National discussion and acceptance of design by Consultation National discussion and acceptance of design by stakeholdersstakeholders

DEVELOPING NATIONAL DEVELOPING NATIONAL FRAMEWORKS: 10 STEPSFRAMEWORKS: 10 STEPS

Approval According to national tradition by Approval According to national tradition by Minister/Government/legislationMinister/Government/legislation   

Administrative set-up Division of tasks of implementation between HEI, Administrative set-up Division of tasks of implementation between HEI, QAA and other bodiesQAA and other bodies   

Implementation at institutional/program level;  Reformulation of Implementation at institutional/program level;  Reformulation of individual study programs to learning outcome based approachindividual study programs to learning outcome based approach   

Inclusion of qualifications in the NQF;  Accreditation or similar (cf. Inclusion of qualifications in the NQF;  Accreditation or similar (cf. Berlin Communiqué)Berlin Communiqué)   

Self-certification of compatibility with the EHEA framework (Alignment Self-certification of compatibility with the EHEA framework (Alignment to Bologna cycles etc.);  WG Report nr. 1;  Pilot projects to Bologna cycles etc.);  WG Report nr. 1;  Pilot projects

SOME CHALLENGESSOME CHALLENGES

Meet the deadline – but not at the expense of Meet the deadline – but not at the expense of qualityquality

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